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A Salty Tar Copied b>i Muriel Fox 2 

Sailing the Summer Seas Lida Lee Tall 3 

Open Air Life in Germany Stella E. Brown 6 

Travelers' Aid Work Marjorie Johns '24 8 

Footsteps Eunice K. Crahtree 10 

A Sentimental Journey Mary L. Oshorn 1 1 

Tourist Trails Mabel Taylor, Jr. 13 

North Cape Cruise Ethel E. Sammis 15 

Books S. W. Ludwig, Jr. 4 17 

An Evening Visit Evelyn Schaeffer 18 

The Building of the Age Trohy Birchen 19 

Editorials 20 

Meaningful Shop Windows 
The Meaning of a Liberal Education 
What's the Use of Living? 
Poetry 24 

The Bridge Builder 



The Castle by the Sea 

Rustic Satisfaction Dorothy Hays 28 

A Nameless Lullaby Anna E. Reier, Jr. II 29 

School News 30 

Athletics 32 

Jokes 34 

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Vol. Ill October 1929 No. 1 

Sailing the Summer Seas to European Shores 

j£, N THE SUMMER of 1928 the Far Horizon Club of the Normal sent 
six members of our staff and three recent graduates to visit schools in 
England and Germany. There was sightseeing in France and Austria 
thrown in to vary the main purpose. Recounting these experiences. 
Miss Snyder wrote a series of articles for the Tower Light last year. 

This summer Miss Brown took a course in Foreign Education 
under Dr. Thomas Alexander of Teachers College, Columbia University, 
on foreign soil. She spent six weeks in Germany traveling from city 
to city and visiting schools, according to a well planned schedule deter' 
mined by Dr. Alexander. She also was in Russia for twenty days and 
ended her trip by attending the Elsinor Educational Conference in Den' 

Miss Osborn traveled abroad from March imtil the latter part of 
August, part of the time spending her mornings at work in the Ameri' 
can Library in Paris. She is giving a series of assembly talks to share her 
experiences with the school. 

Miss Sammis traveled to England, France, Norway and Sweden, 
and returned with a warm liking for the Scandinavian countries. 

Miss Youngblood studied in Paris and brought home her reward 
in earned points for academic credit. 

Miss Carley and I set sail to follow our own sweet wills on June 
26. Miss Carley was born in Newport, Rhode Island, and her father 
was a sea captain. I was born on the Eastern Shore of Maryland and 
my father during the latter clipper ship days owned and operated a ship 
chandlery in Baltimore. Hence, we both absorbed a love for the sea. 
And, when June came we went a sailing on the "Frantic Atlantic". 
Our ship, the Nova Scotia of the Furness Bermuda Line, was an express 
freight and passenger carrier from St. Johns, Newfoundland, to Liver' 
pool, England. Our port of embarkation was Boston. The Federal 
Night Express of June 2? carried us that far and there, the neat, new 
oilburner, the Nova Scotia, was awaiting us at the Charlestown Docks. 
Sunny skies and fair wind attended us to Halifax where the ship lay for 
two days and two nights in that glorious land'locked and fir'scented har' 
bor. With Nova Scotia's consignment of freight on board we left for 
St. Johns. Such an entrancing harbor. Small wonder that John Cabot 



found it a fair land to see. Land-locked is it too, and the town looks 
down from the hills that tower above. Seven icebergs clung to the 
shore as we sailed up the coast — in the gay sunlight and stiff breeze they 
seemed like painted bergs upon a painted ocean. Yet one remembered 
the Titanic and shuddered. 

It is an interesting sight to watch the loading of a vessel. All the 
lumber of Newfoundland's forests seemed insufficient to satisfy the Nova 
Scotia's open hold. There is a technique to freighting that is akin to 
the art of building, for the vessel must be well balanced for the voyage 
and the freight must not slip since listing is dangerous. Equipped with 
lumber, salmon and lobster, all for English consumption, we sailed out 
into a gray sea, a fog bank lying in wait for us as we passed out from 
the Narrows. And for four days on that Northern Sea we sailed slowly 
and carefully through mists and rain. One day we traveled only one 
hundred and thirty'three miles, so perilous was the going and so careful 
was our captain. But the last two blessed days were balmy and spark- 
ling. Our route lay around the North of Ireland. At six o'clock the 
morning of July 8, a passenger was able to photograph the Giant's 
Causeway so close did we sail to that shore. That night we landed at 
Liverpool. There I was met by a friend, Professor Bessie Lee Gambrill 
of Yale University, who joined me for the Contmental trip we had 
planned together. And there Miss Carley left us to visit friends in 
Yorkshire and later to spend some time in France. She will tell her 
own story later. 

Shall I tell you of Paris; of Brussels; of Germany and the Wagner 
Festival of Munich; of Austria and our visits with Dr. Dengler at the 
University of Vienna, and the Austro- American Institute; of Florence; 
of Geneva and the meetings of the International Association of Univer- 
sity Women; — or shall I bring you galloping back with us on the S. S. 
Bremen which sailed from Cherbourg to New York in four days, four- 
teen and one-half hours — not her record trip, for that was paist, but rec- 
ord enough for us who love the long lingering sea trip and the slow, sure 
freighters. Let us come back on the Bremen as a contrast to the going 
over trip, and in another talk we shall visit Munich, Vienna and Flor- 

When we left Cherbourg, August 15, at 6:30 p. m., on a tender 
carrying from five hundred to one thousand passengers, we could see the 
Bremen steaming up to the breakwater. It took about twenty minutes 
to get out to her and as we slowly glided along beside the great liner we 
seemed to be a molehill and the ship a great mountain. We counted 
thirteen decks, (there are more, perhaps). From portholes everywhere 
heads appeared to watch us embark. The band played. A gangway 
on Deck C opened — we slowly moved to the spot — a gang plank was 
laid and we stepped over to the sure deck of the vessel but not without 
casting eyes down to the great depths below. Most efficient service 


greeted us axid soon we were assigned our staterooms — First Class, Sec 
ond Class, Tourist Third, and Third — each went his several ways. "The 
Colonel's lady and Judy O'Grady are sisters under their skins", for on 
the Cherbourg tender we looked alike. However, there were four 
classes of us on board. The order was that of a grand hotel, and the 
elevator service so efficient that one might have been in America's grand' 
est hotel, asking for the sixth or the tenth floor, or the floor below, or 
perhaps the gymnasium or the swimming pool. Three thousand souls 
on that trip! An airplane that is catapulted off when nearing the port 
when mail and perhaps a passenger must save time! Movies! Con' 
certs! A series of shops for last minute souvenir hunters! Beauty par' 
lors! Deck verandahs! — A great piece of mechanism. Four propellers 
kept churning the water over and over to make the speed of from six 
hundred seventy to seven hundred miles a day that made possible the 
Bremen's travel record. Was Joseph Conrad, that old sea rover, right 
when he said that every additional foot in length or depth or breadth, 
every additional playroom, every swimming pool of a ship increases the 
hazards for the voyager? Was the miniature si2;e of the Half Moon and 
the Pinta and the Susan Constant the sign of their safe sailing into port? 
We felt secure enough on the Bremen, and the sea if it is ''always tricky 
at best" (so Conrad warns us) played us no tricks on this return trip for 
the four days were golden, the moon shone at night, and the coming 
into the great Brooklyn slip made the debarkation a pleasant experience. 
But should you ask me for my preference, a speed boat or a freighter, 
I should reply — 'Tor pleasure, the freighter; for convenience, when one 
has limited time, the speed boat." Sailing to other lands brings great 
diversion and broadens one's horizon. Are you a member of our Far 
Horizon Club? 

LiDA Lee Tall 

Open-Air Life in Germany 

JL O be one of a party of thirty-two persons on an educational tour is 
no small privilege. Dr. Thomas Alexander of the International Insti- 
tute of Columbia University, the American leader, and Dr. Niemann 
with Dr. Hyella of the Department of Education in Germany were our 
guides in the places of interest and worth. 

Most of the group were citizens of the United States of America 
and represented every educational interest. They came from the North, 
the South, the East and the West. But the spirit of the group was in- 
ternational, for it included a Japanese, a Chilean, a Brazilian, a Syrian 
and a Scotchman. There was a fair proportion of each sex and a natural 
curve of distribution of experience as evidenced by age. The Scotch- 
man had lately arrived to the years of manhood, and no one showed the 
early expectancy of rewards through the Retirement Fund. 

Twenty-six ziXxzs were scheduled for our real living with the youth 
of Germany. Among them were the free cities of Hamburg and Lu- 
beck; Berlin the gay rival of Paris; Halle on the Saal; Leipzig, the home 
of Sebastian Bach; Munich, the pride of Bavaria; old Heidelberg, Mainz, 
Coblenz and Bonn, University centers, on the Rhine; Essen in the fa- 
mous Ruhr valley; historic Nuremberg and Weimar the shrine of Goethe 
and Schiller. 

Thousands of children greeted us. We watched them work and 
play. We heard them sing; sometimes we sang with them. Much of 
this was out of doors. One sees the true spirit of the German people in 
their life in the open. Only with the chance to wander through their 
land and Hve together do they reach the fulfillment of the yearnings of 
the spirit. These ''wanderings" are a heritage and a right of every Ger- 
man youth. In the golden age of the Guild handicraft the young ap- 
prentices made pilgrimages. They do today. "The essence of all pil- 
grimages of the wandering youth is the same; the urge to grasp the 
spaces that lie far and near; to get the feel of the landscape of nature; 
of the folk in their manifold life". 

The most precious possession of the German youth is a long child- 
hood that builds a strong, healthy body and a clean spirit. Germany's 
leaders are aware of this and are concentrating their energies to bring 
about its fulfillment. Already many of the military fortifications that 
formerly housed men, who were learning the skills for the destruction 
of life, now shelter the children for the upbuilding of a new human 
structure. It has become the custom in schools of all sections of Ger- 
many to take a wandering tour for at least several days. Nearly every 
school program has a regularly scheduled time for the trips under the 
leadership of the teachers. The growth of school wanderings was made 
possible only by a "net of Herbergen", or shelters, which were located 


in the most visited sections of the country. Germany has about 3000 
schools, barns, homes, clubhouses, castles, unused factory rooms, sani' 
toriums, monasteries and other buildings that are used to shelter its youth 
when on these journeys. 

There are different phases of this out door life. About one hour's 
ride by automobile from Frankfort there is an old military fortress that 
has been abandoned by the army and is now used mainly by the school 
children. It is known as, "The Children's Village". This place accom' 
modates about 1500 young people at one time. Children in the seventh 
school year come with their teachers and live as a family unit in the 
school barracks. These barracks consist of a number of separate build' 
ings. Our visit there was on a beautiful, clear day. Fifteen hundred 
children led by their own band greeted us with song and flying banners. 
This sight will never be forgotten. Some had come from the public 
schools of Frankfort, some from Hamburg, some from Berlin as well as 
from the neighboring cities. They remain at these centers five weeks. 
The children share the responsibility of the success of their life in the 
Village. The children choose their mayor from the leaders weekly. 
They make their own rules for the Village. The instruction is con' 
ducted out of doors when the weather is fit and mainly emphasizes a 
study of the historical and industrial development as well as the plant 
and animal life in the environment. Physical education and music are 
included. Desirable living together and good health are of most im' 
portance in the life of these groups. Our group shared this village life 
for one day. 

Many schools plan for the younger children in places not so far 
from their homes. The abandoned fortifications which skirt the boun' 
daries of Cologne have been turned into open air schools for children 
through the first seven years of school. These are day schools excepting 
one building which is used for convalescent, tubercular children. 

Each school, which has been a barrack is situated in a grove, with 
plenty of open space for playgrounds, wading and swimming pools. 
Certain schools in the city of Cologne are assigned the use of each build' 
ing. In one of the Garden Schools all of the children excepting the 
fiirst grade come one day in every three weeks. The program in this 
school emphasizes experiments in gardening for the upper classes. When' 
ever possible all instruction is carried on out of doors. The children 
eat much of the vegetables and fruit that is grown. The newest Gar' 
den school which is lodged in rebuilt barracks includes the kindergarten 
children who are brought in good weather from Cologne. Twentyfive 
hundred children take their turn in this school. The school officials 
claim that the children who have the opportunity of the open air schools 
in the barracks have fewer colds than the other children. 

A very famous and popular Jugendherbergen is in the "Saxony 
Switzerland" at Hohenstein. This old castle stands on a low mountain 


over looking a picturesque part of Saxony. It has served as a knight's 
castle, a robber knight's castle, a reformatory, a prison in 1918, and was 
given in 1924 to the Wandering Youth of Germany. It is financed by 
a state subsidy, lottery returns, contributions from the Trade Union As' 
sociation and nominal fees from the youth groups. The age limit is 20 
years. The only adult permitted to remain permanently at the Shelter 
is the warden, who was formerly a copper-smith with a simple educa- 
tion, but one who has the gift of dealing with young people. He is known 
as "Our Comrade". If there is room, occasionally wandering adults are 
kept, but, if a wandering youth arrives late and needs shelter adults 
must give up their room. These young people have simple, clean accom- 
modations. Boys and girls have separate dormitories. Many of the 
mattresses were made of straw. The food is simple. The only condi' 
tions for acceptance are decency of dress and behavior. Alcohol and 
tobacco are forbidden in the Jugendherbergen. The leader of the group 
is responsible for the behavior of his charges and the interest of each 
club determines its program. Young people from all over the world 
have stayed at Hohenstein. 

The work of providing accommodations for the wandering German 
youth is an important aid to the educational development of its fine 
young people. Germany is awake. The present inscription over one 
of the gates of the abandoned fortification which is used for a school 
reads: 'The old falls, times change, And the new life blossoms on the 
ruins". This is Germany today. 

Stella E. Brown 


Travelers' Aid Work 

By a Former Normalite 

OCany times when you have passed thru the railroad station in 
Washington, Baltimore, or other cities, you have probably noticed the 
lighted globe decorated in red, white and blue, which reads Travelers 
Aid, and wondered what it was all about. Or maybe you have been in 
a strange city and inquired at the Travelers Aid Booth for a reliable 
room or hotel. In this way you have gained the impression that the 
Travelers Aid Society exists for the purpose of giving information. 
But that is only one of the many duties of this organization. Often in 
this part of the work the real social worker finds under neath the most 
trivial request for information a more vital need. 

A typical busy day in Travelers Aid Work in Washington will 
reveal some of these problems. When the worker comes on duty, she is 
apt to find a number of telegrams from New York telling of a carload of 


immigrants whose train she is to meet. Probably the majority of the im' 
migrants are middle class Germans or Irish, whose needs are satisfied, 
when they have been supplied with breakfast, their correct destination 
secured, the Travelers Aid at their changing point has been notified, and 
they have been placed enroute a train for Boston, Chicago or California. 
Yet, among them there may be an old Italian woman, whose only words 
of English are "Get Away". These words she screams at the top of her 
voice and races all around the station and finally out in the street with 
the worker at her heels. A policeman — whose uniform she respects is 
called in to direct her to the Lunch Room where the Italian cook acts as 
interpreter. Then the sad story is told of how some man who spoke a 
little Italian and offered to help her locate her son in Chicago has taken 
most of her money and disappeared. The woman's confidence is finally 
gained and she is assured the Travelers Aid in Chicago will help her find 
her son upon her arrival. 

"Please Mam, I would like to see the President about my pension," 
says an eightyseven year old colored Civil War Veteran, when he 
is brought to the booth by a porter, who believes the old fellow is crazy. 
A few minutes' talk reveals the fact that the old "Uncle Columbus" is 
only a simple minded fellow, who has been mislead by someone who told 
him that if he comes to the Capital, the President will see that he gets 
more money. He has spent his entire pension for the month, arriving in 
Washington with fifteen cents. He is sent to a Temporary Home until 
his fare can be secured from some Patriotic Organization. In a couple 
of days, which seems "Just like two years" he is sent on his way home 

"Have you seen anything of my father?" says an attractive girl of 
fifteen. "He was to meet me at the hotel tO'night and I haven't a cent 
of money for dinner." The girl tells such a rambling and conflicting 
story that the worker becomes suspicious. As she reaches for a telephone 
to verify the story at the hotel, the girl disappears but is soon found in a 
nearby hotel and admits that she is a runaway. When the authorities 
in Philadelphia are notified, a Juvenile Court Worker soon arrives to 
take the girl back with her. 

All day long requests come to the Booth to help stranded people. 
Sometimes it is a family who have lost their tickets and run out of 
money. Or it may be young people who have come to the city for 
work, who have failed to find it and decided to go home. At any rate, 
they are cared for with the cooperation of other agencies until friends 
or relatives can be reached who will furnish them the money for fare 
home. Over Long Distance and thru the Western Union requests 
come, asking for investigations in regard to people stranded elsewhere 
who wish to return to Washington. 

As night falls, a great number of children, many of them colored 
and usually mere babies come thru the station. Often they are being 



sent to relatives who do not want them. An example of this may be 
seen in a note which Jane, age seven, and Harry, age four, carried. It 
read "These children are going to their father, Raymond Green, or their 
uncle, Tom Green, or their aunt, Susan Capers, or their cousin Fanny 
Capers or any of their relatives in Fayetteville." 

So the work goes on — in many places giving twentyfour hour serv 
ice. It is surprising how many things happen while most of the world 
sleeps. One of the most interesting parts of the work is that one never 
knows what will happen next. 

IvIarjorie Johns '24 


In my memories of Hawaii there is a winding Honolulu street where I 

hear the feet of many nations passing by. I hear their footsteps 

and see the people. 
The soft sil\en swish of Chinese slippers tells me their wearers are 

clothed in coats of sil\ and bright sateen. 
The clac\ of wooden sandal sounds. A Japanese is trotting by. Her 

\imono is of brilliant colored figures and her obi is embroidered in 

exquisite pin\s, lavenders and blues. 
The firm decisive tread of leather heels stri\es. His eyes are as clear and 

blue as the seas. He loo\s on the world with English eyes. 
Then comes a sound so low I scarcely hear it but I see the moonlight on 

silver sands and hear music of guitar and ukulele. The native lovers 

wal\ by barefoot. 
Such are the sounds of footsteps in a winding Honolulu street. 

Eunice K. Crabtree. 

"A Sentimental Journey" 

'F THE FOUR European countries I visited, England is the one clos- 
est to my heart. Perhaps this is because of the English ancestors who 
made it possible for the Italian guide at Hadrian's villa to say to me, 
"You are an English Saxon, are you not?" But again, it is largely be- 
cause the life of my imagination, the settings in my world of books, have 
been laid to such a degree in Britain. 

From the moment the tender came to meet us at Plymouth, I realised 
that I should see images, fashioned of words, come alive, and move and 
speak, for, at the stern of the ''Sir Walter Raleigh", as she puffed 
back into Plymouth, stood a sailor who had just stepped out of one of 
W. W. Jacobs' sea stories. Just the same nautical pose and expression, 
the same blouse and hat with its fluttering ribbon. 

In London, it was fascinating to walk along the Serpentine in Hyde 
Park, to stroll through Green Park, and St. James, and along Birdcage 
walk where I looked in vain for bird cages, but where so many heroes 
and heroines have wandered in the intervals between tragic or turbulent 
moments of the author's plot. 

All kinds of books and characters come alive in London. At the 
Cheshire Cheese one sits in the same room where Dr. Johnson ate his 
famous pie of rump steak and oysters, kidney and larks. One eats por- 
tions of just such a pie, and finishes the meal with some of the toasted 
Cheshire cheese that he loved, piping hot. Upstairs there are editions 
of his dictionary, and relics that almost bring the famous man to life 
once more among us. 

Near, too, is the London about Cheapside which Dickens knew 
and described so well, for David Copperfield worked in the City, and 
Bleak House pictures Chancery Lane and the Law Courts of that day. 

After a visit to Hampston Court, it is very fitting to read "Eli2;a- 
beth and Essex", for one has seen the terraces and the gardens where 
she used to walk with her maids of honor. At the "Old Wic\ a famous 
old playhouse where many Shakespearean plays are performed, I saw 
Henry the Eighth, beautifully acted, and I realized anew that I was 
in, the London where Shakespeare acted and wrote and glorified his 

On the way to Clovelly, I stopped at Bideford where there was a 
statue to Kingsley who immortalized part of this country with his "West- 
ward Ho!". In this town, I saw a tablet on the house where the "Broth- 
erhood of the Rose" was formed, and nearby I caught a glimpse of the 
portrait of that Rose of Torridge whose beauty urged these men of 
Devon to chivalrous and daring deeds. 

When I was a child, we used to sing the old song with Kingsley 's 
words, "Three fishers went sailing, out into the West". Now I have 



seen Clovelly, the little town whence the three fishers sailed, and where 
the harbor bar still moans before a storm. 

So many English describe the lives of their heroes' college days at 
Oxford, that it was a marvelous experience to visit Christ Church Col' 
lege and its dining hall and kitchens with wooden implements and table 
over four hundred years old. The little "kitchen'knave" who showed us 
about even opened the oven doors to let us see and smell the meat pies 
the students were to have for lunch. We loved the Cathedral, the 
meadows stretching to the Thames, the boys in their punts or little boats 
along the Cherwell, or Cher, the Broad Walk, Magdalen College with 
its lovely tower and grove where deer gra2;ed, the chapel of the New 
College, and the Bodleian Library. 

In England, too, I found the little hamlet of the same name as my 
native village on Long Island. Since Wainscott was settled nearly 275 
years ago, people had forgotten why it had received that name, and 
various theories have been advanced to account for it. Some travellers 
of our vicinity heard that there was a mother'village somewhere in Eng- 
land near Maidstone, so I made a search for it. The Post-Office direc- 
tory showed but one of that name in England, with Rochester as the 
nearest Post OSice. To Rochester I went, and with the aid of an anti- 
quated taxi, found my tiny village. It was in Frindsbury Parish, and 
the rector of the old Norman church there gave me the information as 
to the origin of the name. It was derived from the little river Wain 
which flowed in the olden days down the green valley to the Medway. 

As I saw the blue water curving around Rochester and out towards 
Sheerness, I knew why my forefathers had made their New World home 
looking towards the sea, with lakes or streams on either hand, and anew 
I felt the rooting in the soil that binds us not only to one homestead 
of the New, but to the Old World as well. 

Mary L. Osborn 


Tourist Trails 

j£hree Tourists in an Overland — to say nothing of the Camping 
Outfit" (all necessary apologies to Jerome K. Jerome.) The theme song 
of that eventful trip was "Where do we go from here?" 

When the three of us left Overlea early in the morning of August 
the seventh, we headed for Tom's River in the east central part of New 
Jersey, but Fate decreed that we spend that night in Atlantic City and 
therefore she arranged so that a couple of men at a gas station directed 
us to that famous resort. Very happily were the next three days spent 
on the beach — not so delightful the nights when shoulders, faces and 
legs gave painful vent to their wrath at being so exposed to the sun. 

Another unexpected trip was into New York City. The camp 
where we stayed from Saturday until Monday was atop the Palisades 
of the Hudson and the view up and down the river was magnificent. 
The sight'seeing tour which we took through New York revealed it to be 
everything that makes it famous. Among other thrills should be noted 
the fact that our tent was pitched only a few blocks from where Colonel 
Charles Lindbergh is building his new home. 

The next point of interest, after we had left New York, was Bear 
Mountain Bridge from which we had a wonderful view of the moun' 
tains and the Hudson. Probably the most majestic and impressive scenery 
of the whole trip was that seen from the Storm King Highway. That 
road, which follows the course of the river for several miles and is 
blasted out of the side of a high, rugged mountain, is quite well named. 
I had only to glance up at the crags towering above our heads to vividly 
imagine the hoary King of the Snows and Storms and Winds standing 
with lordly mien above the mere men of the world and watching with 
smiling scorn their futile efforts to frustrate him. 

That night we expected to pitch our tent on the pine needles be 
side Ashoken Dam in the Catskills. As evening came on and with it a 
rather uncomfortable dri2i2;le, we stopped to inquire for the camp to 
which we had been directed and were informed there was none any 
where in the district. Speaking of "Life's Darkest Moments" — I leave 
you to imagine our feelings. At last we found an old horse shed and 
drove in there for shelter. That night, as you may guess, was quite 
the most unique we spent; not many tourists can boast of having slept 
in a deserted horse shed in the heart of the Catskills. Sounds a little 
like Rip Van Winkle, doesn't it? 

Early morning found us on our way to Lake George and in re' 
markably good spirits. The height of the mountains did not increase 
as we traveled northward, and the beauty of the land in general was 
enhanced by more frequent appearance of tall, straight pines which 
formerly had been fragrant and inviting groves. Just after we passed 



Saratoga Battle Field, there came to our notice one of the most singular 
sights of the trip. Our attention was attracted to an extinct volcano. 
It was quite a surprise, as we had never associated volcanoes with that 
section of the country. 

In the late afternoon of August the fourteenth, we pulled into the 
New York State Forest Reserve on the shores of Lake George, and before 
we had been there half an hour, enthusiastically named it, ''Camper's Par- 
adise." Our only regret was that we had not come much sooner. Our 
tent was pitched on a real carpet of pine needles (not a horse shed as 
our pine needles in the Catskills had proved to be) with a huge fireplace 
to sit around at night and toast marshmallows and ''hot-dogs". 
The grounds were always shady because of the pine trees — from sixty to 
a hundred feet high and straight as arrows. At the foot of the hill 
sparkled the blue waters of the lake. The bathing was equally delight- 
ful under sun and moon. Needless to say, we stayed at Lake George 
as long as possible. 

Not a small factor contributing to the enjoyment of our trip 
were the friendships which we formed with many fine people from all 
parts of the country. This fashion of touring in summer is surely tend- 
ing toward greater democracy. 

The trip home was made in less time than the trip going, but was 
quite as interesting. Not far from Binghamton we saw what we were 
informed was the largest stone bridge in the country. It was built fifty 
years ago to accommodate the trains of that time, and it now carries 
double-headers without a tremor. At Saratoga Springs was another 
surprise. A real geyser! On the Roosevelt Highway en route to Scran- 
ton, Pennsylvania, we came down a mountain hill at least eight miles 
long. After passing Scranton in the evening of August 21, and not 
finding a place to camp, we drove by moonlight on the top of the high- 
est ridge of the Pocono Mountain. That night we slept in the machine 
at Delaware Water Gap. 

The next morning we climbed to Lookout Point to get a view of the 
famous gap, and were rewarded for being up bright and early by seeing 
the sun chase the mists from the valley as he peeped over the moun- 
tain. That day also was well marked with interesting events. While 
driving beside the Delaware Lackawanna Canal we saw a boat being 
towed by two mules laboring on the old tow path. Later we visited 
Valley Forge and were quite thrilled and pleased when, as we arrived, 
"Maryland, My Mar>'land" was played on the chimes. Brandywine 
Battle Field was pointed out to us as we approached our last camping 
place near Longwood Gardens. Leaving there on Saturday the twenty- 
fourth we saw a sign which caused three happy smiles: "Baltimore — 
via Baltimore Pike." It was a wonderful trip, but after all "there's no 
place like home." Mabel Taylor 

North Cape Cruise 

N Saturday, July 13 th, I sailed from Bremen on the North Get' 
man Lloyd S. S. Luetzow. It was a 9000 ton boat and carried about 
six hundred passengers. The weather was perfectly lovely and we sailed 
until Monday, landing at Norhheimsund in the Hardanger Fjord. Our 
boat was able to go well up into the fjords because of the depth of the 
water, then we were taken to shore in small motor boats. We took a 
motor trip to an altitude of one thousand three hundred and fifty feet, 
over very narrow roads from which were visible on one side, rocks and 
a canyon below. Here we had our first view of snowcapped mountains 
and innumerable water falls. 

Our eighteen day cruise was varied by day trips into the moun' 
tains. We sailed through beautiful mountains of rock formations and at 
times would sail in water apparently entirely surrounded by mountains. 
Suddenly, the boat would turn and we would glide up into another arm 
of the fjord. In the late afternoon, we came into a lovely harbor at 
Stryn, surrounded by snowcapped mountains and green fertile fields. 
The next day, we left very early in a car, and took a perfect drive along 
the lakes and up three thousand six hundred feet to a glacier. We 
climbed a bit on the glacier, and as it was quite warm we were able to 
remove some of our heavy coats that we had needed for the drive. On 
the way back to the boat, we stopped at a hotel for cakes and coffee. 
The view from this hotel at Videsaeter down the valley showing our 
winding road and the mountains on either side, was beautiful. Com' 
ing back, we had tire trouble, which did not disturb us in the least be 
cause we could rest on the banks of the lake and enjoy the perfect re' 
flections of the snowcapped mountains. The glacier we had vis' 
ited was eighty miles long and forty miles wide. The road that lead 
up to it is open only three months during the year and after the snow 
falls, only the tops of the telegraph poles are visible. The natives use 
reindeer and sleds for their means of getting about. 

The following day we took a motor trip from Oie through the 
valley to Hellesylt. We drove through a gorge which was tremendous 
and rather awful because there was no sunlight and you felt the pressure 
of the mountains very keenly. We saw the remains of a mountain slide 
which occurred in 1908. It crushed several houses and dammed up 
the river so that houses were submerged and we could see the roofs of 
them under the water. At Hellesylt, our boat met us. This fjord was 
believed bottomless after a surveyor let out two hundred and fifty fath' 
oms of chain without result. The water was so still that there was no dif' 
ficulty in taking the passengers on again. We sailed from here to Merok 
and passed the famous Seven Sister Water Falls and several other smaller 
falls. The sunlight playing on the water as it fell from the rocks made 
a lovely rainbow effect. 



As we were traveling north all of the time, the length of the day 
light increased until Saturday, after a week's trip, it was quite light at 
two A. M. Our next stop at Tromsoe was cold and rainy, but we 
walked around the little town and visited the market. The three kinds 
of food seemed to be potatoes that were the size of walnuts, rhubarb 
and fish. The fish was never wrapped but was carried off in the hands 
or tied on the back of bicycles. In the afternoon, we walked a mile or 
two to see a Lapp Encampment. They had several huts and reindeer, 
but it was rather disappointing and we felt they were there just for the 
tourists. I was interested in the way the mother rocked her baby. She 
sat on the ground with her feet out in front of her and bounced the 
cradle, made of deer skin, up and down on her knees. That night, we 
had the first glimpse of the midnight sun at 10.30 P. M. It was most 
impressive with a background at the right of several bleak, gray moun- 
tains jutting up from the sea. We watched the sun come up and throw 
the glow on the clouds and water. 

The next day, we visited Hammerfest, which is the most northern 
town in the world. It was a very cold day, very much like a clear De- 
cember day here. This is a great fishing centre and we saw buildings 
filled with dried fish. Cod liver oil is also made here and there is a 
very large, modern hospital which is used for the people of northern 

We sailed that afternoon to the North Cape, which was, of course, 
the objective of the trip. A Norwegian, v/ho had charge of the land 
trips, told us that in fifteen trips he had never seen the sun as love 
ly as we saw it. The small boats took us after dinner to shore, where 
we climbed eleven hundred feet to the top of the Cape. It was a hard, 
steep trail and the path zigzagged with little resting places where we 
got beautiful views of the bay and mountains. At the top 
it was very, very cold and we walked about a mile over broken stones 
with a gorgeous view of mountains and the sea. We came to the edge 
of the declivity and sat and watched the sun and the beautiful cloud for- 
mations. We could not make ourselves believe it was midnight and we 
felt as if we were "Sitting on Top of the World". After a half hour or 
so, we started back, finding it difiicult and cold walking against the wind. 
All of the time the sun was as bright as early afternoon on a summer's 

We started South again, and saw the Midnight Sun once more, 
so brilliant that the reflection in the water was like a shaft of gold 
stretching out to the boat. The trip back to Bremen, was similar in 
some respects to the one going up. We saw the Swartisan Glacier which 
came right down to the water's edge in the fjord. It was made of ice, 
cut into many different shapes and had a bluish color. There were two 
lovely stops on the trip back; one at Gudvangen, where we rode and 


then climbed to the hotel at Stalheim and again at Balholm, where 
there were many artists and attractive shops. We stopped a day in 
Bergen which was a very busy shipping center and then, after a two 
days' sail, returned to Bremen. 


I have some friends, to me they re dear. 
They ta\e me jar, they ta\e me near. 
They ma\e me player, they ma\e me \ing, 
They ma\e me laugh li\e anything. 
These friends are found in dar\est noo\s. 
Of course you've guessed — they are my hoo\s! 

They ta\e me away to many lands; 

Sometimes they leave me on foreign strands. 

"With them I sail o'er the hounding sea. 

Or they may ta\e me to China for tea. 

Together we wander o'er meadow and hroo\. 

Oh, I love these friends, — my friends — my hoo\s! 

'We're always together, where'er we may go. 

We travel in rain, we travel in snow. 

Together we watch the silvery moon. 

Together we sing a merry tune. 

And where'er I go or where'er I loo\. 

They are always there — my friends — my hoo\sl 

S. W. LuDWiG, Jr. 4 

An Evening Visit 


J C left Baltimore at the corner of Lexington and Howard Streets at 
seven o'clock, the evening of September thirteenth, nineteen hundred 
twenty-nine; and surely, by the wave of the magic wand of some fairy 
queen of old, I arrived at once at my destination — Baltimore of the 
eighteenth and nineteenth centuries. My hostess, the guiding spirit of 
the times, bade me cordial greetings of welcome to her colonial home, 
escorted me to my room, and there left me to prepare for dinner. 

And now, just time for a glance about. From one of the three 
windows of this large, high, and severely rectangular room, I saw at a 
distance in the quaint harbor of the city the contour of several clipper 
ships, particularly that of the bark "Adelaide," a Brazilian coffee-trader. 
One might have a similar view from the double high-post bed so fixed 
in the room that the foot of it was but a few feet from the window 
where I was standing. Beside this bed were three carpet-covered steps 
to be used to reach the high-fluffed mattress; over this was spread a 
star-shaped, chintz quilt made by Mrs. Mary Gold who came to Balti- 
more from Acadia in 1750. In each of the two corners of the room 
was a trunk, one, in fact, a strong box or iron chest brought to America 
in 1650; the other, a horse-hair covered hand trunk. Between the two 
most easterly windows stood a Chippendale chest of drawers with a 
mirror just above. Near the center of the chamber was a small, round- 
top table, upon which reposed a square, box-like desk inlaid with mother' 
of -pearl, together with a quill ink well, blotter-box and sand. A Chip' 
pendale, ladder-back chair completed the literary atmosphere. 

But it was near time for dinner. Very neatly laid upon the bed 
was an outfit which had been provided for me to wear. The soothing 
tones from the harpsichord being played downstairs seemed to lessen 
the effort and patience required to garb myself in this costume. 

Dinner was spread on a Lady Pembroke table which was covered 
with a hand-woven table cloth. The repast was served on a set of white 
dishes delicately rimmed with blue and gold bands. Of special interest 
was the rare and beautiful butter dish upon the alabaster saucer, both be- 
ing a century old. After dinner, I decided to sit before the fireplace to 
read some news in the Maryland Journal, Lo! "Hurrah, hurrah, for the 
Elks!" Thus my visit ended as quickly as it had begun, leaving me, how- 
ever, with a greater pride for what Carlton Hayes of Columbia Univer- 
sity might call "Baltimorean Nationality, — Baltimore's historic traditions, 
its distinct cultural society." 

Evelyn Schaeffer 


The Building of the A^e 

j21 he cathedral of St. John the Divine stands out most vividly 
of all the buildings I saw in New York. It represents the untiring ef' 
forts of men and women through a period of over thirty years. It has 
the atmosphere of a free community church in which people of all faiths 
may worship. When other buildings have fallen into decay or disap' 
peared, this church, built of largC'sized stone, bedded in cement mortar 
like the pyramids, will be a cherished treasure of the city and nation. 

The project of building for the city of New York a great cathedral 
of size and magnificence equal to the greatness of the city was first pro' 
posed by the Right Reverend Horatio Potter, sixth bishop of New York. 
Twenty years later, September 27, 1892, the cornerstone was laid. 

Architecturally considered, the crowning glory of this building will 
be found in its truly noble nave. The style is marked by great sim- 
plicity and dignity. When one enters the nave and looks through 
the sweep, unbroken from floor to roof, and appreciates the vast stretch 
of ninetysix feet from window to window, he must realize that here is 
something of unexcelled majesty. St. John's the Divine will take its 
place as the third place of worship in the world, being excelled only by 
St. Peter's at Rome and the church on the site of a former Moorish 
mosque at Seville, Spain. 

During the last thirty-two years the cost of building the cathedral 
and its auxiliary units has been totaled as $6,500,000. The east end of 
the church, the Chapels of Tongues, as well as the choir, the space where 
the north and south Transepts will cross, have been completed. The 
sculpture, carvings, windows and tapestries already collected are among 
the treasures of America. The part of the cathedral already completed 
seats several thousands of people. 

Already from the pulpit of the cathedral, although under the juris- 
diction of the Protestant Episcopal church, ministers of all denominations 
have spoken. When the spire is completed it will be visible from all 
parts of New York City, and let us hope when one sees that spire he 
will feel the full significance of it. 

What did Bishop Manning, present Bishop of New York, mean 
when he described this cathedral as a "shrine of prayer and worship for 
all people?" A city notoriously a melting pot for all races and creeds 
needs a great center for the religious life of the city. Semi-circling the 
choir are the Seven Chapels of Tongues. Each chapel is dedicated to a 
nationality and is named for some saint. In these chapels the people of 
foreign countries may worship. You see this is more than a place of 
worship for everyone; it is an ally of the nations for integrity and peace. 

Troby Birchett, Sr. 12 



Published monthly b^* the students of the Maryland State 
T^ormal School at Towson 


Evelyn Schaeffer 


Ethel Ford 

Mary Rohrer 

JuLL\ Cascio 
Sylvia Rosenberg 

Mary Hanley 


Jerome Denaberg 

LiLLL\N Scott 

Typing Staff 
Anna Rischka 
Mary Rohrer 

Business Manager 
Samuel Agree 

Edward Goldstein 

Ida Rosen 
Allene Priutt 

Circulation Managers 


Advertising Staff 
Esther Benesch Thomas Henry Helen Patz 

Frieda Ruthka Nfttie Eisenberg 

$1.50 Per Tear 20 Cents Per Copy 

Meaning,£ul SKop Windows 

j£,T is always impressive to see a Mighty, Progressive Power stop for 
a few hours and glance back over its accomplishments. That is what 
Baltimore did. The shop windows portrayed to us some of the truly 
amazing changes wrought in two hundred years' time. 

The floor of one window was laid out in an elaborate relief map of 
old Baltimoretown, showing the first brick house, the old Post OSice, 
and other buildings and sites of historic interest. Elsewhere, there were 
innumerable photographic views showing Baltimore of the Past and of 
the Present. What will the future bring forth? Faded documents and 
creased letters (loaned by the Maryland Historical Society) showed the 
beginnings of Baltimore. The Calverts, preserved in oil paintings of 
superb beauty, stimulated one in regard to their part in bringing Balti- 
more to its present stage of development. To emphasize the extent of 
Baltimore's progress, a daguerreotype of the old Baltimoretown harbor 



and an aeroplane view of tO'day's harbor were shown; likewise a minia' 
ture "Tom Thumb" engine and a model of the massive engine of nine' 
teen hundred and twentynine. 

Besides realiziing the commercial advance, one saw the vast change 
in the home furnishings. One window was arranged with the dignity 
of a room of a much earlier day — antiques of rare value, including a 
square piano, with age worn music on it; a desk, chairs, foot'Stool and 
other early pieces, with the addition of quaint knick knacks, pictures, 
candle holders and a sampler. The entire room was enlivened by a full 
length model of a girl in lovely costume. 

Present day dresses had been taken from another window and some 
fashions of yesterday prevailed. The models seen were swathed in cos' 
tumes representing the styles of the later eighteenth and early nineteenth 
centuries. One piece of unusual merit was a bathing suit, the relic of 
some bride's trousseau. It was made of blue and white ticking trimmed 
with red binding, and following the style then, it had leg of mutton 
sleeves, a high necked blouse — full of pleats and tucks, and a skirt, cov 
ering bloomers, tightly banded at the knees. To counteract this oddity 
there was an exquisite black lace shawl, which had been worn in the 
eighteenth century possibly a gift from royalty. 

Another window was made intriguing by the vividness of quilts, 
unusual in quilting design and beauty. The color of these and the dis' 
play of old toys in another window including china dolls in bright 
clothes, a canopied doll bed, and a baby buggy — ^were of especial in' 
terest to the children. 

Among the collection of curios in other windows was a number 
of silver spoons, each spoon commemorating Baltimore in olden days; 
a drum used in the Battle of North Point; a heavy iron-banded wooden 
chest; many old pewter pieces; spectacles, octagonal in shape and gold 
rimmed; a lengthy string of jet beads surmounted by a very ornate pen' 
dant; and a pair of men's woolen socks of unthought of thickness. 

For four days old Baltimore was revealed to us. We live in the 
present, and we must make the future of Baltimore. 

"TKe Meaning, of a Liberal Education" 

By Everett Dean Martin 

^[^^NrE RISES from Mr. Martin's book with a feeling of mental clarity. 
Here is a book that weaves into a clear, bold pattern all the odds and 
ends of ideas garnered from our assemblies at Normal, from class discus' 
sions, from directed reading and our own thoughts. 

Mr. Martin defines a liberal education as ''emancipation from herd 


opinion, self-mastery, capacity for self-criticism, suspended judgment 
and urbanity. Education is a spiritual revelation of human life. Its 
task is to reorient the individual, to enable him to take a richer and 
more signiiicant view of his experiences, to place him above and not 
within the system of his beliefs and ideals. If education is not liberal- 
ising, it is not education in the sense of the title of the book. I use the 
term "liberal" not in the political sense, as if it meant half measures, 
but in its original sense, meaning by a liberal education the kind of ed- 
ucation that sets the mind free from the servitude of the crowd and 
from vulgar self-interests. In this sense, education is simply philosophy 
at work. It is the search for the good life. Education is itself a way 
of living. 

A few chapter titles, selected at random, suggest the worth of the 
book — ''Liberal Education Versus Animal Iraining," "Liberal Educa- 
tion Versus Book Learning," "A Man Is Known by the Dilemmas He 
Keeps," "Education and Morals," "Humanism, Erasmus and Mon- 

Mr. Martin, in the introduction of the book, maintains that as a 
nation, we have certain traits which are all right in themselves but are 
hostile to the work of education. Tney are, he writes, our genius for 
organization; our well-known utilitarianism; our cleverness in hnding 
short-cuts for the ends we seek and our tendency to make propaganda. 
He elaborates upon these, then discusses what is sometimes accepted for 
education, such as book learning, experiences, etcetera, devotes several 
chapters to the necessity for a liberal education and sums up by giving 
in a hundred or so pages the history of liberal education using the lives 
of outstanding men as mediums. 

Mr. Martin does not awe us with his erudition, neither is his book 
one of those simphiied outlines of knowledge. It is a sincere, straight- 
forward account of what a liberal education is, what makes it the gen- 
uine thing and what it can mean to those who wish to live a full, rich 

Last year one of our teachers said to the present seniors, "No one 
should be a teacher who has stopped filling his mental crevices." "The 
Meaning of a Liberal Education" will fill a mental chasm. 

Esther Miller. Sr. 1 



What's tKe Use of Living? 

U/n/ nhi's THE USE of living?" "Quite often tKat old familiar 
phrase rings in our ears. Some days, our thoughts are just cO' 
coons — all cold, and dull, and blind," because for some reason we have 
become discouraged or disheartened. It is at such times that we relieve 
our emotions by exclaiming, ''Oh, well! life isn't worth living, anyhow." 

But, when we really ponder over this question — "What is the use 
of living?" — we find food for much thought. Life is worth living for 
everyone of us! There are various forces that serve as incentives for us 
and that make us cherish life as a miser cherishes his gold. Longfellow 
has well-expressed this thought in his poem "The Psalm of Life." 

"Life is real! Life is earnest!" 

Each one of us has a dream, an ambition, which he hopes some day 
to realize. Life is indeed worth living while we are striving to attain 
"our pots of gold at the end of the rainbow." 

Then, we must always remember that there is another side to life 
— it isn't all work. Sara Teasdale tells us that "Life has loveliness to 
sell." How much of life's loveliness are you and I willing to buy? 

Some great philosopher has said, "Heaven is at the end of the 
journey." As we live our daily lives with this ultimate aim in view, 
we cannot feel that there isn't any use in living, but, we shall be in' 
spired with a vital determination to enjoy all that life holds in store 
for us. 

Thus, let us live so that at the close of each day, we shall be nearer 
our goals, and so that we may sincerely say — 

"Glad that 1 live am I;" — 
"After the sun the rain. 
After the rain the sun; 
This is the way of life, 
Till the wor\ he done." 

Virginia McCauley 


JC came to Maryland State Normal School with the most pessimistic 
view. I thought I'd be "lonesome in a crowd." I knew little of my 
fellow students, less of my teachers, and nothing of the work. I had 
heard rumors of the "Probation System" and was positive that I would 
be on the list. I wasn't sure until after the second day of exams were 
over that my record was satisfactory. I went to the registrar's office and 



asked for the list of those on probation and explained my quandary. I can 
hear you Seniors saying "Just like a dumb Junior, isn't it?" What a re 
lief, I was told in a smiling tone, "You'd know it if you were on pro' 
bation, evidently you're not." I guess she added mentally, "Though she 
is stupid enough to be!" 

Since then, I've learned millions of things. No, that's not an ex- 
aggeration! I found out what a nice principal and faculty we have, 
what nice fellow students and what interesting organization work we 
have. This last paragraph is my tribute to Maryland State Normal 
School, and so sayeth all the Juniors! 

Betty Agnes Stevenson, Jr. 2 


"An old man, going a lone highway. 

Came at the evening, cold and gray. 

To a chasm, vast and deep and wide. 

The old man crossed in the twilight dim; 

The sullen stream had no terror for him. 

But he turned when safe on the other side 

And built a bridge to span the tide. 

"Old Man," said a fellow pilgrim near, 

"You are wasting your strength with building here; 

Your journey will end with the ending day; 

You never again will pass this way. 

You've crossed the chasm deep and wide. 

"Why build you this bridge at eventide?" 

"Good friend, in the path I have come," he said. 

"There followeth me to-day, 

A youth whose feet must pass this way. 

This chasm that has been as ruiught to me. 

To that fair'haired youth may a pitfall be; 

He, too, must cross in the twilight dim — 

Good friend, I am building this bridge for him!" 



(Translated from the German) 

In dreamy, dreamy, Poet'land 
A castle stood on high. 
The blue sea buried its feet. 
And its towers embraced the s\y. 

V/ithin lived a royal family, 
A father, mother, and daughter, 
Li\e sunbeams was her golden hair, 
Li\e silver bells her laughter. 

Soon came a day both fair and clear. 
And the very waves with joy were wild. 
For it was the betrothal day. 
Of the beloved, royal child. 

Her bridegroom was the noblest. 
And fairest prince in the land. 
The happy parents led their child. 
To the bridegroom by the hand. 

The happy people shouted, 
"Hail Princess Goldenhair! 
May she forever be. 
So lovely and so fair!" 

Softly blew the wind. 
Loud rushed the waves upon the shore. 
Their music with the harps combined. 
But did it last forever more? 

Alas! Again the guests assembled. 
In the great betrothal hall. 
This time they were not happy. 
And hushed was the harp's sweet call. 

Still was the wind, the sun shone no more. 
Hushed were the waves upon the shore. 
And everyone was quiet and sad. 
For the light of the land, 
Their princess, was dead! 

S. W. LuDWiG, Jr. 4 



Roy is a long-legged grasshopper. 

He hops, and never wai}{s iii{e other children. 

His red head teems with questions: 

"How long will an oyster live out of water?" 

"What right had we to ta\e this land from the red men?' 

King has long lashes and beautiful eyes. 

A born story teller. His favorite is Edgar Allan Poe. 

The children cry — 

"Let King tell a tale." 

Leonard is a mon\ey — 

A dimpled mon\ey. 

He spends his time 


An active mind — 

But a much more active 


Edith has brown eyes 

That slant and give 

Her piquant face 

A strangely fascinating loo\. 

May lisps. She is 
The baby of the class. 
With long blac}{ curls. 
She wails, "Somebody 
Too\ my 'wubbers'." 

Teddy and Bob are Danes, 
They point to Denmar\ 
On the map and proudly say 
"My father came from there." 
Tet they have seen more places 
In their adopted land than any 
Child among our group. 



I \now 1 have lived before — 

In Spain once. 
To tango tempo 1 moved and laughed. 
Sobbed my love upon the heavy, scented air. 
Smiled my scorn to the light tingle 

Of throbbing strings. 
Else why the quickened pulse 

At castanets, guitars — 
The sway of gay shawled bodies. 
Tall candles in a Spanish church. 
The inherent gesture of the dance 

Of Arragon, Castile. 

I \now I have lived before. 

In Algiers once. 
From the flat rooftops of a desert town 
Heard the eerie note of the beggar's whine. 
Watched the star eyes gleam in the s\y's dar\ face 

Through my misty veil. 
Or wherefore the strange stirring of the blood 

At minarets, bazaars. 
The muzzeins call to prayer^ 
The tramp of caravans without the gates. 
Shrill music with the bursting lilt 
Of souls in harems walled. 

Eleanora Bowling '28 


Rustic Satisfaction 

J£! INDING Kansas City as active and yet as passive as any other large 
city, we wondered if there were not some real country worthy of dc 

We passed through Oklahoma and beyond Tulsa, which reminds 
one of a very well-fed executive, who, though suffering with blood- 
pressure, still calls for beef-steaks. After viewing fields scanty with 
scrawny vegetation and oil derricks; then acres and acres of what ap' 
peared as huge high hats, which really were oil tanks; and finally after 
leaving behind the inevitable signboards (the last two of these constant 
comforts advertised Ambulance Service and a funeral home) , we thought 
we had really arrived, tritely speaking, "back to Nature." 

The roads, where they were not flooded — the proverbial Hell and 
high-water of the West, — became merely uncouth ruts. Occasionally, 
along this road we saw squatters, remnants no doubt of the earlier day 
''boomers." Around the few impoverished and dirty shacks, which now 
and again dignified the road, were playing even dirtier native young- 
sters. Indians, Mexicans, negroes and half-breeds were the only inhabi- 
tants; whites were not — that fact and the nearing dusk made us look 
for a night's lodging. Stopping in one town, Bixby, which afforded a 
whitewashed brick hotel, we drove on with Muskogee as our destina- 
tion (forty-five miles away), the wildness of the strange country and its 
sometimes utter lack of habitation impressed us. The natives were 
straggling home from the oil fields — their features made more sullen and 
dark by the evening glimmer. 

It is said that when Oklahoma received its nickname "Boomers' 
Paradise," cities arose in a day. Muskogee is one of Oklahoma's cities 
Enhanced as it were by the night lights we viewed Muskogee. 
Though many say cowboys are fictitious, I deny it — cowboys and oil 
barons literally infested Muskogee. Going through the main streets 
were the cowboys with artillery at their hips; Indians, some in bright 
colors; Mexicans, some in ten gallon hats, and negroes of the true 
Southern variety. All of these made Muskogee alive, and pulsating and 
so satisfying. A general lull in life about ten thirty o'clock showed Mus- 
kogee as a more or less halcyon burg, but in the early hours it really 
awoke. From our hotel balcony we saw that Jim's Cafe, a very obvious 
hangout, was closing after an apparently successful night; those who had 
been quieted by his brand, were being piled into a roadster and taken 
away, or else were staggering down the streets. All the while a huge 
policeman, with a pink carnation in his lapel, paraded the sidewalks. 
There was a coca-cola sign across the way saying "Why be thirsty?" We 
appreciated the placard. 

Muskogee next morning was as placid and mild as its stolid quaint' 



ness would suggest. It had satisfied our thirst for something different, 
and a day later we motored back to Kansas City and routine. 

Dorothy Hays 


Tune of: Bye, Bahy, Bye 

An owl sat up in the top of the tree 
To whit! To whit! To whoo-oo 

He sang a song that was all about you 
To whit! To whit! To whoo-oo 

He sang a song of a tiny girl 

"With bright blue eyes and a little red cur] 

"Oh won't you come up in the tree with mee — 
To whit! To whit! To whoo!" 

You went with the owl on a trip to the moon 

To whit! To whit! To whoo^oo 
And sailed away in a red balloon 

To whit! To whit! To whoo'oo 
You feasted on star ca\es and cloud ice cream 
The owl sat beside you — just li\e a dream 
The little "Starlets" crowned you their queen 
To whit! To whit! To whoo! 

The sun came up and the feast was o'er 

To whit! To whit! To whoo-oo 
The owl flew home to your own front door 

To whit! To whit! To whoo-oo 
My fairy daughter so full of charm 
The owl brought here free from harm 
And placed her safe in her Daddy's arms — 
To whit! To whit! To whoo! 

Anna Eliziabeth Reier, Jr. II 


j£^ HE STUDENTS of the Normal School were delighted to have at 
their assembly on September nineteenth, Miss Katharine Cornell. She 
was playing the leading role in the ''Age of Innocence" at the Maryland 
theater during that week, and came to us through the invitation of her 
friend, Miss Orcutt. 

In introducing Miss Cornell, Miss Tall said: "Education must 
touch upon all sciences and arts." We must learn to understand all in' 
fluences which develop our complex lives. Drama expresses for you 
the development of a possible self. 

The Glee Club, assisted by the entire assembly, rendered several 
appropriate songs, among which was ^oXtxtnoyc Our Baltimore. Miss 
Cornell apparently enjoyed the music judging from her hearty applause 
and pleasant smile. 

One of the outstanding features of the second grade of Fullerton 
School is the never'tiring efforts of the teacher to establish the fundamen' 
tal habits essential to good citizenship. The first week of school, habits 
were especially emphasized and now that regular classroom activities 
have begun these habits are constantly being checked upon. 

The group, as a whole, is very friendly, cheerful, studious, and the 
student-teachers find much pleasure in working with them. 

"We go out teaching the first term next year," was the message 
heard by two sections of the junior class last year. Of course, there is 
work involved, but where is there a place of leisure and happiness all 
the time? Lesson-planning and hectographing are favorites here. What 
could be more delightful than to stand before a group of boys and girls 
whose hearts and minds are with you? Then, and then only, do you 
realize you are teaching children, not lessons. 



Mr. Luther M. Williams announces the marriage of his daughter 
Sarah Lorena to Mr. Alvey G. Hammond. Both are alumni of Mary 
land State Normal School. 



Mr. and Mrs. John Wesley Dawson announce the marriage of their 
daughter Anna Lourena to Mr. Charles Hancock. The future home 
will be Toronto, Canada. "Thus it is our daughters leave us." 

Mr. and Mrs. George William Peacock announce the marriage of 
their daughter Hannah Eli2;abeth to Mr. Leo Ambrose Cunningham. 
The home of this alumna will be Tampa, Florida. 

Mr. and Mrs. Bruce Helm announce the marriage of their daugh' 
ter Charlotte to Mr. Babcock. They will reside in Charlestown, West 
Virginia. Charlotte was one of our girls who had an exceptionally fine 
voice and sang for us on many occasions. She graduated in '24. 

^U'ESr^^UE CE! 

Was that the phone? Both of my room mates and I were sitting 
straight up in bed. No indeed, it wasn't the phone — just the alarm 
sounding taps for me at six A. M. There is a mad whirl — I get ready 
for breakfast, make my bed, pack my lunch, eat and run, but am sure 
not to forget one of those units, or pictures, or posters, or notebooks, 
etc. (yes, many et ceteras!) In time, though, we get there. (To our 
center I mean.) We were shown the way to our room and met by 
fortyfive pairs of bright, inquisitive eyes that flashed, and stared and 
made decisions. We observed, pages and pages did we write. The bus 
came, we piled into it and the conversation began — about this little dar' 
ling, and that unmanageable youngster, and how in the world are we 
ever going to do it! 

Once a class had an art lesson on the "Caveman." When the pa- 
pers were collected we discovered some new facts for one child had 
dressed a caveman in a red shirt, velvet jacket and trousers, with a pipe 
in his mouth. 

Another child had a caveman roosting in a tree, evidently he was 
thinking of our present flagpolc'sitters. 

Teacher: "In what war did the Battle of Fort McHenry occur?" 

Child: "Between Americans and the Germans." 

Teacher: "Not exactly." 

Child: "Between the Americans and the Jews." 

Teacher: "Give a sentence with the word 'shows'." 

Pupil: "I got a new pair of shoes." 

Teacher: "What do we mean when we say democratic govern' 

One learned pupil raised his hand and at the same time said serious- 
ly and emphatically "Wet." 

During a history lesson following Baltimore's two hundredth cele- 
bration a teacher asked, "Are there any questions in your mind which 
the parade didn't answer?" 

A very interested lad said, "How do they get on those bicycles?" 


ORMAL SCHOOL athletics are again in full swing. Coach Donald 
Minnegan is with us now as a full-time instructor, and as a result sue 
cessful seasons are expected in all phases of the sporting program. The 
Junior men are expected to fill in favorably the vacancies caused through 
the graduation of last year's letter men. 

Already the North Campus is the scene of candidates seeking posi- 
tions on the soccer team. A surprising number of men, thirty in all, 
reported to Coach Minnegan for the first practice. The coach expects to 
put the candidates through heavy workouts every day for the next two 
weeks. The material on hand is very promising and a good record is an- 

Fall tennis competition has been started this year for the first time. 
The regulars of last year combined with the new members of the tennis 
team have formed into the strongest combination to represent Normal 
in many years. In addition to the fall matches, a "mixed doubles" tout' 
nament is being planned. Milton Dickman is in charge. 

Coach Minnegan expects to call out candidates for the basketball 
team in the early part of October. The basketball team will encounter 
strong opposition this year and must be in first class condition in order 
to complete the schedule successfully. All Junior men are urged to re 
port to the first practice. 


Soccer Schedule 1929 

Games Contracting and Pending 

1 . September 18 Towson High School here 

2. September 25 Towson High School there 

3. September 27 Western Maryland College. . .here 

4. October 2 Franklin 6? Marshal there 

5. October 11 Blue Ridge College there 

6. October 16 or 17 (pending) U. of Delaware. . .there 

7. October 22 Sparrows Point here 

8. November 1 Blue Ridge College here 

9. November 16 Western Maryland College. . .there 

10. November 20 Navy Plebs there 




The soccer team is daily going through strenuous practices on the 
North Campus. The schedule this year consists mostly of college teams 
and promises to be a hard but interesting grind. Coach Minnegan will 
use Captain Huff, Peregoy, Chayt, Goldstein, Bowers, Henry, and Kin- 
nersley, members of last year's team, as a nucleus for the present season. 
Among the new candidates are: Jansen, Brose, Denaburg, Cohen, Startt, 
Fitzell, Silbert, Derr, and Nicodemus. 

In the first game of the season, played on the North Campus, Nor- 
mal School met Towson High. After a hard tussle. Normal was vie 
torious by a score of one to nothing. Brose, a newcomer, scored the 
only point of the game by making good on a penalty kick. The lineup: 
Maryland State T^ormal School Towson High School 

Denaburg O.R Codd 

Goldstein I R Hope 

Startt C.F Schiller 

Chayt I.L Missell 

Fitzell O.L Rubehng 

Silbert R.H Eisenberg 

Brose C.H Gonce 

Peregoy L.H German 

Huff RF Gagleano 

Derr L.F Magnes 

Bowers G Fowble 


Jansen for Goldstein; Henry for Peregoy; Nicodemus for Silbert; 
Cohen for Henry. 


Nothing exciting, or even interesting has happened in regard to 
the Girls' Athletics, for there hasn't been any, as yet. However, much 
has been planned to make this year's athletic program as full and as 
interesting as possible. The regular Physical Education classes will 
begin the first week in October. With these hockey and hiking also 
begin, each occupying one afternoon a week. The interclass hockey 
games will be played later in the season, after everyone has had time to 
polish up on her stickwork, accuracy, and speed. Miss Daniels is look' 
ing up the possibilities of riding for this fall, so that all girls who are in- 
terested may ride. The Tennis Tournament of mixed doubles seems to 
be the only interesting athletics for girls, until hockey and hiking begin. 
We are going to have a new sport at Normal this year, handball. It 
may not be new to some of us, but it is entirely new to the school. It 
will provide plenty of exercise and lots of fun; be ready to sign up for it. 

Show your class spirit and come out for all games! 


You're tl\e Judge 


A college president says the young man's most difficult problem is 
choosing the right girl to marry. Which proves that the prexy has fun- 
ny ideas as to who does the choosing. 

A medical examination had disclosed the fact that Sam Johnson 
had a floating kidney and he was quite worried over it. Meeting the 
pastor of the African Baptist Church on the street, he asked for help. 

"Revern'/' he said, "de doctoh done tole me Ah got a floating kid- 
ney and Ah wish you would say some prayers fo' me next Sunday." 

"How come prayers fo' a floating kidney?" inquired the good pas' 
tor, "all mah congregation would bust right out laughing." 

"Ah don't see why," insisted Sam, "Last Sunday you done prayed 
fo' all the loose livers." 


"Half the City Council Are Crooks" was the glaring headline. 

A retraction in full was demanded of the editor under penalty of 

Next afternoon the headline read: 

"Half the City Council Aren't Crooks." 

The jawbone of an ass is just as dangerous a weapon today as it 
was in Samson's time, remarked one editor. I'd say much worse when 
you consider the radio and some of its uses. 

1. Planning a Lesson. 

It is right hard on a student teacher to plan a lesson on caterpillars 
and have them turn into cocoons. 

2. Higher Learning. 

One first grader went home and told his mother that she had to 
buy him a Geography book. To make matters worse the mother came 
to ask the teacher if she really had to do it. 

3. Why say "Grace"? 

The other day all but one boy in the class were ready to say 
"Grace". When the teacher asked the little boy if he wasn't going to 
say "Grace" he said: 

"I didn't bring any lunch." 

Naturally, it was a Scotchman who organized the science of politi- 
cal economy. 



Sometimes it isn't hard to believe that Woman should be spelt Woe 

Can you think of anything worse than Miss 's lectures? 

Sure; not being able to sleep through them. 

A young man soliciting subscriptions for magazines in August, 
1926, in Danville, Illinois, claimed to be a student working his way 
through college. Investigation disclosed that he spoke the truth. — Life. 

Dentist to patient in chair, "Personally I can always see the funny 
side of things, but I find so many of my patients have no sense of hu' 
mor." — Punch. 

Wife: There's one thing about my mother; she's outspoken. 
Husband: Not by anyone I know. — Tit-Bits. 

Browne: "Did you give your wife that little lecture on economy 
you talked about?" 
Ba\er: "Yes." 
"Any result?" 
"Yes — I've got to give up smoking." 

Teacher: "Now, Jimmy, what are you doing, learning something?" 
Jimmy : "No, ma'am. I was just listenin' to you." 

Nothing irks a genuine college boy any more than shaking out the 
envelope from home and finding nothing but news and love. 

"What became of that hired man you got from the city?" 
"Aw, he used to be a chauffeur, and one day he crawled under a 
mule to see why it wouldn't go." 

One advantage of a talking movie act is that you can applaud all 
you like with the positive assurance that there will be no encore. — Life. 

Even the grave civil service commissioners could not resist being 
amused at an answer given at a recent examination. The question was: 
"Give for any one year the number of bales of cotton from the United 

The applicant wrote: "1491. None." 

"That's what I call tough luck." 
"What's that?" 

"I've got a cheque for $40, and the only man in town who can 
identify me is the one I owe $50." 

Lady Driver: Tell me, George, quick! Which is the right side of 
the road to keep when you're running down a hill backwards like this. — 


Mrs. Paul Jordan, Indianapolis: "I was highly incensed by the ac 
tions of that bold girl you were dancing with last evening." 
Paul Jordan: "Well, I was highly perfumed myself." 

"Now," said the Sunday school teacher, "why is a certain part of 
the church called the altar?" 

"Because," said the bright boy, "it's the place where women change 
their names." 


Mrs. Geo. I. Ray, wife of first vice-president, National Sheet Metal 
Contractors' Association, was in Alaska looking over a fox farm. After 
admiring a beautiful silver specimen she asked her guide: "Just how 
many times can the fox be skinned for his fur?" 

"Three times, madam," said the guide gravely, "Any more than that 
would spoil his temper." 

Now that Jack Stowell is married, here is a sample of what he is 
up against: 

"Grocery butter is so unsatisfactory, dear," said his bride, "I have 
decided today that we would make our own." 

"Oh, did you!" said Jack. 

"Yes, I bought a churn and ordered buttermilk to be left regularly. 
Won't it be nice to have really fresh butter?" 

Senior to Junior: "Have you seen the glen?" 
Junior: "Who's he, the President of Senior Class." 


A high pressure salesman was showing an Iowa prospect a strip of 
arid Texas land. 

"This is the garden spot of the country," he said, "or it will be when 
a little development is done. Why, the truth is, all it needs now is a 
few good people and plenty of rain." 

"I suppose so," was the farmer's answer, "That's all hell needs, too." 


The prisoner was asked why he beat the victim. 

"Well, Judge, he called me a rhinoceros." 

"Umph! Rhinoceros, eh? When did this happen?" 

"Jes about three years ago. Judge." 

"Three years ago! Why did you wait until today to get even, 

"Well, the facts am dat I never seed no rhinoceros until this maw 


Ralph Blanchard: "Look here, I want to see you about this para* 
graph announcing my resignation from the Chamber of Commerce." 

Editor: "But it's quite true, isn't it?" 

Ralph: "Quite. But I should Hke you to explain why you've 
printed it under TubHc Improvements'." 

"I fell over fifty feet!" said A. H. Borman, St. Charles, Illinois, 
"And you mean to tell me you weren't hurt?" 
"No, I was only getting off a crowded street car." 


Miss Irene Fengles, Baltimore, newly elected treasurer of the Na' 
tional Ladies' Auxiliary, waited on the corner joyously, then pensively, 
then expectantly, then casually, then anxiously, and two hours passed. 

"Man," she said, "is a perfidious animal, faithless and untrue, in' 
capable of consummating a promise." 

Two hundred yards down the street a gentleman waited who said 
the same thing about women — she was on the wrong corner. 

Miss Mary O'Leary, Louisville: "I wish to announce that on 
Wednesday evening the Ladies' Aid will have a rummage sale. This is 
a chance for all the ladies of the congregation to get rid of anything that 
is not worth keeping, but is too good to be thrown away. Don't forget 
to bring your husbands." 

"Do you know how to make a peach cordial?" 
"Sure; send her some candy." 

He brushed his teeth twice a day with a nationally advertised tooth-paste. 

The doctor examined him twice a year. 

He wore his rubbers when it rained. 

He slept with the windows open. 

He stuck to a diet with plenty of fresh vegetables. 

He relinquished his tonsils and traded in several worn'out glands. 

He golfed — ^but never more than 18 holes at a time. 

He got at least eight hours' sleep every night. 

He never smoked, drank or lost his temper. 

He did his daily dozen daily. 

He was all set to live to be a hundred — 

The funeral will be held next Wednesday. He is survived by eighteen 

specialists, four health institutes, six gymnasiums and numerous 

manufacturers of health foods and antiseptics. 
He had forgotten abput trains at grade crossings. 



The colored preacher was describing the ''bad place" to a congre- 
gation of awed listeners. 

"Friends," he said, "you've seen molten iron running out of a fur 
nace, white hot, sizzling and hissing. Well " 

The preacher pointed a long, lean finger at the frightened crowd. 

"Well," he continued, "they used that stuff for ice cream in the 
place I been talking about." 

Mrs. Dave Farquhar (to golf apparel salesman) : "Fd like to look 
at some large handicaps, please; Dave said if he had had one last month 
he would have won the golf tournament." 

"YouVe looking fine," announced the doctor to his patient. "Have 
you followed my dieting instructions and eaten only what a three-year- 
old child would?" 

"Yes, doctor,"was the sad reply. "For dinner I had a handful of 
mud, one of coal dust, a button hook and a box of safety matches." 


The Summer days are over now, 

The woods are hrown and sear. 
The beauty of the summer's flown. 

And autumn now is here. 

The trees have shed their summer dress 

Of T^ature's beauty rare; 
'Woods that were once fresh and green, 

Tsjoiy are cold and bare. 

Flowers of summer s fragrance, hues 

Have faded with the sun, 
And all the birds have flown away, 

For summer now is done. 

The green and gold of summer fair 

Cannot e'er remain; 
All J^ature now is red and brown. 

For "Autumns" bac\ again. 

J. Donald Schuster, Jr. 3 



"When the fight is on. 
Fight with all your might. 
For your schooVs true color. 
For T^ormal's colors, fight! 

When the fight begins 
March bravely on the field, 
T^ever let one doubt assail you. 
To defeat — oh never yield! 

T^ever be discouraged 
The game is not yet won 
'Til each minute has been played 
And you your part have done. 

For 7<iormal you must play the game. 
For 7<iormal you must win. 
Fight on, fight on with all your might 
To defeat, oh don't give in! 

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Helping The Teacher Improve Oral Reading in the 

Grades I- Jewell Sitnpson 3 

How Fares It With You? 7 

Poetry 8 

She Eats, My Lady Eats 10 

Washington College Frieda Ruth\e 12 

Poetry — Sixth Grade Howard Park 14 

An Immigrant's Story Fannie Levin 15 

Poetry 17 

A Pictured Year Esther Black. '29 18 

Editorials 20 

Days Evelyn Schaeffer 23 

American Communal Literature I. Miller 24 

A Close Up of Pittsburgh E. Gohlinghorst 28 

School Notes 29 

Athletics 34 

Jokes 36 

Advertisements 40 

% f oftrer p^l^t 

Vol. Ill November, 1929 No. 2 

Helping the TeacKer Improve Oral Reading 
In the Grades 

I. Jewell Simpson 
Assistant State Superintendent of Schools of Maryland 

jjf_^URiNG the past ten years, while outstanding developments in the 
field of silent reading have been evident, the art of oral reading has 
either been abandoned by the school as unimportant, or else neglected 
to such an extent that we frequently find the exceedingly wasteful prac 
tice of one pupil, say in a class of twenty waiting his turn to read 
aloud in the meantime "keeping the place" while his nineteen classmates 
read. The reading aloud is often an elocutionary performance. Chil' 
dren who talk freely on the playground often put on a reading cloak 
which envelops them and takes away all naturalness. Why is it so, I 

Such a situation brings forward the following questions: 
How important is the art of reading aloud? 
How may pupils be trained in the art of reading aloud? 
What are some common oral reading deficiencies and their cor' 

In the primary grades oral reading is a natural form of expres' 
sion. It is a means of associating symbols with words already in the 
oral vocabulary of children learning to read. From Dr. Buswell's point 
of view, "The chief function of oral reading is to afford a means of 
transition from the use of an oral vocabulary, which the child has 
already partially mastered before coming to school, to the use of a visual 
vocabulary which is entirely foreign to his experience." Dr. Buswell 
admits that it possesses other values at this stage of learning, but he 
declares that oral reading "serves chiefly as a foundation for the super- 
structure of silent reading." Beyond grade four he believes that oral 
reading should be purely incidental. 

While readily admitting that over-emphasis on oral reading beyond 
the fourth grade is a mistake, it seems to me that under-emphasis on oral 
reading beyond the fourth grade is equally regrettable. Much of the 
best in literature makes its appeal to the ear. Children like to hear a 
story, they like to hear the rhythm of poetry. Reading aloud and hear- 
ing things read aloud, if the reading be well done, are frequently an 


aid to understanding and a test of appreciation. Sometimes one reads 
aloud literary passages without an audience, for the sake of art or 
beauty. Some literature is a thing of voice and ear. 

Oral reading is a means of overcoming repression. Boys as a rule 
are more emotionally-bound than girls. Many people, particularly those 
who have lived in the country all their lives, are very repressed. Oral 
reading is a medium through which people who never talk fluently are 
led to self expression. It is possible that words and phrases read aloud 
tend to increase the reader's vocabulary more readily than words and 
phrases read silently, though I have never heard of any study made to 
determine that point. If, however, certain words are to become a part 
of a pupil's speaking vocabulary, he needs to have heard those words 
either read or spoken — to have experienced them orally. 

Oral reading has a decided social value. When one reads aloud a 
message which informs his audience or which delights them, he is prac- 
ticing a high art. 

Furthermore, oral reading trains the ear of the listeners to become 
sensitive to a pleasing voice, to correct pronunciation, and to distinct 
articulation, as well as to beauty of language. Longfellow has said, "Of 
equal honor with him who writes a grand poem is he who reads it 
grandly.'' Many pupils in the middle grades and beyond read more 
distinctly than they speak. Printed words are a help to them. In this 
country the point of view for oral reading is an audience situation 
where the listeners expect information or pleasure and the reader gives 
it. In England, the point of view is that in addition to the value of an 
audience situation, the improvement of voice and speech will be a 
very important result of reading aloud. 

So, in answer to the question, "How important is oral reading?" 
we summarize six values: 

(1) In the primary grades oral reading is a necessary means of 
gaining a mastery over the mechanics of reading involved in the ready 
association of symbols, sounds and meanings. 

(2) In all elementary grades it furnished a check upon thought- 
getting, and is a necessary means to the full appreciation of certain 
literary selections which make a strong auditory appeal. 

(3) Oral reading is a means of overcoming repression — of freeing 
the emotionally-bound through self-expression. 

(4) Oral reading is of social value in such activities as informing 
others through announcements, minutes, news items, and the like, 
through proving a point under discussion, through sharing enjoyment 
with others. Part of an education consists in learning how to convey 
messages to others so as to inform them or entertain them. 

(5) Oral reading aids in the improvement of voice and speech. 

(6) It aids in enriching the speeding vocabulary. 



First of all by having a teacher who reads aloud well. As some' 
one has remarked, ''Children are more apt to have heard good singing 
than good reading." Literature, especially poetry and drama, depends 
for much of its appeal upon sound and imagery, and unless the teacher's 
oral expression is fine, the chances are that literature will not succeed 
in making this appeal. The voice of the teacher is the model which 
pupils follow; therefore, every teacher in the elementary school needs a 
cultivated voice as well as skill in the art of storytelling and of reading 
aloud. The teacher's purpose in reading aloud is to set up an ideal 
of reading; not with the notion that it is desirable for any two pupils 
to read alike, or to read just like the teacher, but with the principle 
kept clearly in mind that "oral reading should always be the expres' 
sion of assimilated thought." 

The teacher must have an understanding of certain fundamental 
habits involved in oral reading; namely, accurate and rapid recognition, 
a wide span of recognition, rhythmical progress of the eyes along the 
hnes, and a wide eycvoice span. She should know that while the most 
rapid progress in these habits is made during the first four years of 
school, yet each of these elements can be developed above the fourth 

The reader, unless he is sitting down, should stand on both feet 
and assume a natural and easy position. The cure for squirming and 
twisting is not in scolding, but in giving relaxation exercises and in 
making pupils feel comfortable. Sometimes awkward pupils may prac 
tice reading before a mirror. Posture and manner are exceedingly im' 
portant, either when reading aloud or when speaking. 

The reader should practically always have an audience. Occa- 
sionally he will choose to read aloud for his own personal enjoyment, as 
in reading a lyric. Oral reading is interpretative reading. Without 
an audience situation it tends to become elocutionary with artificial 
emphasis and strained expression, or else monotonous. The object is to 
convey the full meaning of the author, or to furnish enjoyment or per- 
haps both. It thus has a definite social value. 

Pupils need to develop taste in the matter of selecting appropriate 
material to read aloud. They need to feel a responsibility to the audi' 
ence and should very seldom be asked to attempt oral reading without 
preparation. The listeners should also show their responsibility toward 
the reader by listening courteously and intelligently and by being ready 
to enter into a discussion after the reading is finished. Poetry and dra- 
matic material have already been mentioned as appropriate for reading 
aloud. Patriotic addresses, anecdotes, short stories that are humorous 
make a greater appeal if enjoyed with others. Selections of a certain 


literary style need to be read aloud in order to be fully appreciated; 
as, for example, Lewis Carroll's Alice in Wonderland; Joel Chandler 
Harris' Uncle Remus; Mark Twain's Jumping Frog; Hans C. Ander- 
sen's The Flax; Rudyard Kipling's Just So Stories and some of the 
stories in the Jungle Book; Hugh Lof ting's Doctor DoLittle; Charles 
Dickens' Pickwick Papers. 

It goes without saying that a pupil cannot effectively interpret a 
selection to others unless he himself likes it and understands it. Prepa- 
ration is necessary. One must prepare as carefully as time permits. 
Even sight reading involves preparation. The preparation for sight 
reading must be made "during pauses and intervals of silence. When 
reading at sight the reader must gather the thoughts as he goes along, 
hastily and piecemeal, it is true, yet words should not be spoken until 
their meaning is known." 

Pupils need to be shown how to use their voices. English visitors 
to America are struck with our nasal twang. Unfortunately, most peo- 
ple in this country are unconscious of it. In England, there is a wide- 
spread belief that if the voice is trained through oral reading, verse 
speaking, and dramatic work, it will transfer or carry over into con- 
versational speech. There are many societies in England for the prac- 
tice of speaking and reading poetry. They emphasize first the thought, 
then its full expression. 'TuU expression can never come from a lazy 
tongue, a dropped soft palate, lack of resonance, faulty breath control, 
or general slouchiness of the speech agents." 

Occasionally a child is incapable of speaking distinctly, but indis- 
tinctness of speech is due chiefly to slovenliness. Edward Bok once 
called us Lip Lazy Americans. Children are prone to imitate their 
teacher, who needs, therefore, to beware of falling into slipshod speak- 
ing, or artificial intonation. For training purposes the teacher might 
read to the children Sidney Lanier's short poem, "Dear Land of All 
My Love," and discuss its meaning. Then each child or a group of 
children might be assigned one line to render perfectly. 
"Long as thine Art shall love true love, 

Long as thy Science truth shall know, 

Long as thine Eagle harms no Dove, 

Long as thy Law by law shall grow, 

Long as thy Gk)d is God above. 

Thy brother every man below. 

So long, dear Land of all my love. 

Thy name shall shine, thy fame shall glow!" 
The teacher would then hear each individual with attention to 
pronunciation, articulation, pure vowels and correct utterance. Each 
child would try to read one Ime as well as he possibly can. 

{Continued in December Issue) 

How Fares It With You? 

j^OMEONE has told us that variety is the spice of Hfe, and that to 
appreciate to the fullest extent those things which we already possess 
we must feel the thrill of meeting new personalities and enjoying new 

Last year when we entered Normal we were fascinated. Every 
thing was so big and different, and each of us dared to let that inner' 
self of ours say, ''Now this is what Tve been waiting for for twelve 
years, and at last Fve thrown aside the apron strings. From now on 
I'm my own boss." 

Everything went beautifully for the first four or five weeks and 
we were "sitting on top of the world." But suddenly something within 
us snapped. We hadn't the same old pep and enthusiasm. Our friends 
told us we looked as though we had lost something dear to us, and when 
they asked us the trouble we managed to mumble something about hav 
ing too much work to do. Days grew longer and weeks seemed end' 
less. Life became so miserable that we had to pause and converse 
again with that inner-self. Our conversations resulted in a decision 
that we must be on the verge of a nervous breakdown. Something had 
to be done. 

Something was done. The next morning an announcement was 
made that the following week-end was to be Junior-Mothers' week-end, 
and that all our mothers had been invited to come and live with us 
Friday, Saturday and Sunday. 

Somehow, for no reason at all, we began to regain our health. 
The days grew shorter and shorter, until we were forced to think that 
someone was stealing the hours. Before we realized, Friday, the day of 
our mothers' arrival pounced upon us. 

Never was there such rejoicing and welcoming as demonstrated by 
the mothers and daughters that Friday, but a queer thing happened. 
Our mothers told us they knew what our trouble had been, and when 
we asked how they knew they said we had told them in our letters. 
That was strange. We couldn't have, because we didn't know our' 

Some mother said something about our being homesick. Home' 
sick? Then we wondered and we thought. Finally the mist seemed to 
vanish. Of course that had been the trouble, and we had to wait for 
our mothers to find it out for us. Things seemed natural again, and 
for three days we lived and, like little children, learned how to appre- 
date our mothers. 

Again that old saying, "Variety is the spice of life," returned to 
us, but this time we interpreted it through different eyes. "Yes, life, to 


mean the most to vis, must have variety; variety both in experiences and 
associations. From each new experience and each new association we 
either gain something or lose something. Which has it been for you? 
Have you Hved your Hfe here at Normal continually covering a restless 
desire in your heart to be somewhere else doing other things, or have 
you lived, appreciating your opportunities, enriching, broadening and 
deepening your life by your daily experiences and your contacts with 


Leaves are whirling through, the air, 
Li\e a shower of rain. 
The birds are flying everywhere. 
For Autumn's here again! 

Walking down the avenue. 
As far as one sees. 
There's nothing that can stir you, 
Li\e the crimson of the trees. 

They stand li\e burning mountains 

Against the sapphire — blue. 

And murmur li\e the fountains. 

When the tt^ind comes whistling through. 

And now the corn turns yellow. 
And soon will he quite brown; 
While the apples ripe and mellow 
The boughs are bending down. 

It's just the loveliest of seasons. 
And so easy to explain. 
They're so obvious — the seasons; 
"Why Autumn's here again! 



Little Things 

I cannot dream of fancies 
Palaces, princes, and \ings 
My mind embraces only 
What you call "little things." 

From there, I gather beauty. 
The small things form my base 
But they are just the "little things," 
And in rhyme, don't hold much place. 

I li\e the little flowers 
I li\e the stones in broo\s 
I li\e the tiny grasses. 
And most of all, just boo\s. 

I li\e the simple gold of sun 
And the silver of moon by night 
I li\e the simple steel of rain 
And jewels found in dew by light. 

I find my joys in "little things" 
My loves come from s\ies that are blue. 
And I find my God in "little things" 
And I thin\ you would find Him too. 



Frosty crisp mornings 

And a hazy veil 

Left by the moon in her hurry. 

Dead leaves rush to corners 

Chased by biting wind. 

The sun, with cold fingers 

Afraid to climb high 

Clings to the tops of bare trees. 

Grey clouds, silent, still 

Football weather — 

Breathless — 

Muriel Fox 


She Eats, My Lady Eats 


Junior seven recently made a chart, in Health Education class, 
showing the age, height, and weight of each girl in the section and 
the number of calories required per day to carry on activities such as 
those here at Normal School. It was found that the average girl is 
sixteen years old, sixty-four inches tall, weighs one hundred and thirty 
two pounds and needs two thousand and thirty-six calories per day. 
By way of an experiment one of the girls, who is interested in 
statistics, multiplied these numbers by thirty, the total number of girls 
in the section. The amazingly large person whose measurements were 
thus acquired would be four hundred and eighty years old, one hun- 
dred and sixty feet tall, would weigh three thousand nine hundred and 
sixty pounds, and would require sixty-one thousand and eighty calories 
per day. Here is a typical menu fulfilling her requirements for a day. 



Whole wheat bread 

Eggs (scrambled) 

15 cups 
1 quart 
Va cup 

30 sHces 
10 pats 
10 cups 
160 small si 






Protein Calories 













Protein Calories 

Pea Soup 

20 cups 




30 small 




32 shces 



Ck)le Slaw 

25 cups 



Stewed Figs 





8 pats 



















Protein Caloriei 

Clear Tomato Soup 

15 cups 



Crackers (soda) 




Potatoes (baked) 




Hamburg Steak 

30 cakes 



Waldorf Salad 

4J/2 gallons 



Spinach with Eggs 

4 gallons plus 
15 eggs 




25 small 




24 pats 



Ice Cream 

16 cups 



Angel Food Cake 

1 whole 




30 cups 


60 teaspoons 


15 tablespoons 





Grand total for day, 61,175—6,489. 

Miss Iway Tention would indeed be a Methusaleh and a Colossus. 
No doubt she would be an intimate friend of the big clock in the tower. 

WasKing,ton Colleg,e 
A Landmark of Educational History 

^.^^^ TRIP TO Washington College was taken on October the twelfth, 
nineteen hundred and twenty-nine, by the History of Education Depart- 
ment of our school, under the direction of Dr. Snyder. There was 
much for us to learn about this college and many things to enjoy. 
Neither was neglected. 

Washington College, located at Chestertown, Kent County, Mary- 
land, is one of the oldest institutions of higher learning in the United 
States. It began as a public school some time before 1723. It became 
so flourishing that in 1782 it was thought wise to raise it to the rank 
of a college. This task was undertaken and accomplished by Rev. 
William Smith, one of the best known scholars and divines in the colo- 
nies. He interested prominent men in the enterprise, chief among whom 
was George Washington, who gave permission to call the College by 
his name. This is the first educational institution and the only college 
to bear his name with his personal consent. He also accepted a posi- 
tion on the Board of Visitors and Governors. At the commencement 
of 1789 President Washington was made a Doctor of Laws of the 
College. The first building of the College was erected in 1783, but 
was burned in 1827. After this destruction, classes were held in rented 
houses in the town for seventeen years. The institution, however, had 
sufficient vitality to survive this period of depression, and in 1844 
another building was erected. Ten years later two additions were made. 
The Civil War caused the College to be so depleted that in 1886 there 
were only two professors and about thirty-five students. The State began 
to appropriate money for college education in 1890, and Washington 
College has since received a considerable annual appropriation. This 
inaugurated a new era in the history of the College. Additional schol- 
arships were soon offered. A new gymnasium was erected in 1892 
and presented by the citizens of Chestertown. A Normal department 
for women only was instituted in 1896 and a building erected for 
their accommodation, but in 1910 this special accommodation was aban- 
doned. A new administration building was built in 1906, burned in 
1916, but was replaced with another, and teaching preparation for both 
men and women was emphasized. A new gymnasium was built by the 
State in 1912. The four oldest buildings are now being used as dormi- 
tories. All classrooms, laboratories and the library are in the new 
administration building. The outstanding feature of Washington Col- 
lege is its remarkable vitality. It has had periods of low fortunes, but 
it survived, and is now prospering because it fills a real need. 

At the present time, improvements are being made to retain the 
colonial atmosphere of the college. One building, that of the girls' dor- 



mitory, is being reconstructed to resemble Mount Vernon, the home of 
George Washington. Arches and colonial stairways are to be con' 
structed this year. The campus, which contains about sixteen acres of 
high ground overlooking the Chester River, is one of the most beautiful 
spots on the Eastern Shore of Maryland. 

There are twenty-three instructors at the college, of whom twO' 
thirds are men. This faculty represents graduates from nineteen of the 
best colleges in the country. 

They are limiting the number of students to two hundred and 
fifty, and only when it is necessary will they take in more than this 
number. In the year 1928-1929 there were two hundred and fifty-five 
students enrolled, of whom two-thirds were boys. 

The courses are numerous and varied, including Education, Eng- 
lish, History, Science, Mathematics, Modern Languages, Social Sciences, 
Pre-Medicine, Economics and Commerce. The emphasis is on the 
training of High School teachers for the State of Maryland. Students 
are not permitted to take the Education course with less than a C 
grade as an average. Ten hours of practice teaching is required by the 
State, but the students at Washington College average about fifteen 
clock hours of practice. However, a flexible program provides more 
time for some students to adapt themselves to teaching. This student 
teaching is done at Chestertown High School. The student teachers 
are instructed in teaching methods by those of the Education Depart- 

The association of Colleges and Secondary Schools of the Middle 
States and Maryland has placed the institution on its list of accredited 
colleges. Washington College is now entering on its one hundred and 
forty-eighth year of educational service, the oldest college in Maryland 
and the eleventh in date of its founding in the United States. 

Frieda Ruthke, Senior Eight. 


Before them stretched the stormy seas. 
Behind them blew the roaring breeze. 
The waves they seemed to reach the sXy, 
The wind \ept up its whining cry. 

The waves they gnashed their great, white teeth 
The sailors thought of beasts beneath. 
They bade Columbus sail for home 
7\[o longer wished the sea to roam. 

7^0 land in sight, no friendly light 
The sailors mutinied just for spite. 
Thus ended the dar\ and dreary night 
The seamen saw some birds in flight. 

At last one morning the shore they spied, 
''Land! Land" the loo\out cried. 
The flag they planted in the ground 
And now we }{now the world is round. 

Written by class 6B, Howard Park School 


Columbus sailed the deep blue sea. 

To find this beautiful land for you and me. 

They thought of their homes they left behind. 
As they sailed for a strange land to find. 

The waves dashed high. 

The rain fell from the stormy s^y. 
It fell upon the deserted dec\ 

But the Santa Maria did not wrec\. 

One day before Columbus had risen 

The crew had put him in prison. 
At last they saw a sandy shore 

The crew did not fear any more. 

Columbus landed in spite of the rain 
Then he planted the flag of Spain, 
When he went bac\ over the sea 
He left this land for you and me. 

Leroy King, 
Grade 6B, Howard Park School 


cAn Immigrant's Story 

[J/U/YmJ^ I was in Hartford, Connecticut, two years ago, I had the 
opportunity of hearing a Polish girl tell of her interesting life in Poland. 
Her story was indeed unique as compared with the life of the average 
American girl fourteen years of age. Although Sonya Kraska spoke 
with a foreign accent, she did her best to make her audience understand 
how glad she was to be in America, the land of liberty. One part of 
Sonya's life impressed me more than the rest. This was the last 
"pogrom" she witnessed and how she came to America. She explained 
that a "pogrom" was an attack made by some political or religious fac 
tion against another — especially against the peasants. 

Sonya Kraska lived in Gaer, Poland. This was a very small town 
not far from the capital, Warsaw. She lived here with her mother and 
brother. Sonya explained that her father had gone to America and 
had promised to send for them as soon as he was well established in 
America. She and her mother prayed each day for the time when they 
would leave Gaer and come to America. Their father had sent them 
money each month until the Bolsheviks took possession of the post- 
office. Then matters changed for the worse. Their money and letters 
were never delivered to them, and they soon lost trace of Mr. Kraska. 
Hunger and poverty were all they knew. Sonya had to go to work in 
a sewing factory when she was ten years old. She had no education, 
and longed for toys and pleasure. She had neither. Her mother and 
brother became very ill, and Sonya had to nurse them. At such an 
early age she had learned to suffer and obey. She explained that most 
of the poor children in Europe assumed a sense of responsibility and 
were obedient much earlier than American children. Sonya nursed her 
mother and brother back to health. 

Mrs. Kraska continually wrote letters to her husband in America, 
but never received any answers. She and her children gave up hope. 
Each day Sonya went to the postoffice and begged for mail from her 
father. She was always sent home disappointed and sad. 

One day Sonya climbed through the window of the postoffice. She 
was determined to search the place if necessary and bring home at least 
one letter to her worried mother. To Sonya's good fortune it was lunch 
time, and only the janitor was left in charge. Not knowing who Sonya 
was, he gave her a letter addressed to her mother. Too overjoyed to 
talk, Sonya grabbed the letter and went home. Imagine the small fam- 
ily's joy when they sav/ a twenty dollar bill and a long letter fall from 
the envelope. Mr. Kraska had written that he was sending for them 
as soon as possible. Their sorrow now changed to joy. Sonya told 
all her friends and let them share her happiness. When she learned 
that the janitor had been beaten for giving mail without permission, she 
assured him that it was worth it. He had made a whole family happy. 



News travels fast, even in Poland. The following day the Kraskas 
were to suffer again, because the Bolsheviks had learned of their good 
fortune. Sonya went to work that day, after she had helped her mother 
pack their few pieces of clothing (as they expected to leave any day). 
Soon after she left, a few men entered her house and demanded money 
and valuables from Mrs. Kraska. She told them she had nothing, and 
begged them to leave. They laughed, and immediately began to break 
everything. They searched everywhere in vain. They left with a threat 
of coming back again. The poor mother and son could do nothing but 
wait for Sonya. 

At last she came! She was horror'Stricken at what had happened. 
A "pogrom''' had taken place and her mother and brother had suffered. 
She comforted them and asked what had been taken. Her mother told 
her that the money was safe; it was still behind the picture on the wall. 
It was a miracle that it had not been found. Sonya encouraged her 
mother and made her feel more hopeful of coming to America. 

One month before Easter the Kraskas were more in distress than 
ever before. Their food supply was entirely exhausted except for some 
stale bread. The place where Sonya worked had been closed. The 
family could only pray. While they were in prayer that eventful Sun- 
day someone knocked on the door. Sonya answered it. It was a mes' 
senger. He announced that a Mr. Krane wished to see them. Mrs. 
Kraska then went to the door. A tall stranger dressed in American 
style entered her humble house. It was her husband! At last he had 
come to take them to America. He was an answer to their prayers. 

After much rejoicing Mr. Kraska explained that he had changed 
his name to avoid suspicion in town and to make his arrival a greater 
surprise to his family. 

Amid many farewells the Kraskas left Gaer. They were now go- 
ing to the land of liberty, freedom and justice. They arrived in Amer- 
ica on Easter Sunday, 1923. It was exactly one month after they left 
Poland that they saw the Statue of Liberty — the symbol of America. 

Sonya ended her story by saying that she hoped to become a worth' 
while citizen. I felt sure that she would reach her goal. Although she 
was in America such a short time, she was already writing English 
poems. I am deeply interested in her career, and I hope to meet her 
again this summer. 

Fannie Levin, Senior Two. 


(3^ Good Old-Fashioned Smile 

When youre feelin \inda gloomy. 

And your s\ies are painted gray. 
When you're lonely and youre saddened 

By the cares that fret your way. 
There's a good old'fashioned remedy 

That's never jailed the while. 
When your hopes have started waning 

Then just grit your teeth and smile. 

If you aren't feeling happy 

And you try hard to deceive 
Your friends, you'll very often 

Find that you, too, will believe 
That you're happy, and I tell you. 

That you'll find that you're in style. 
If you grit your teeth and show the world 

A good old'fashioned smile. 

Rachael L. Smith 

before ^artin^ 

We two, alone stood by the schooWoom door 
And tal\ed along on many, many things; 
Made promises — such promises galore — 
My spirits soared as if — as if on wings. 
Tou slipped your little hand in mine 
When sadly there 1 told you I would miss you, 
You closed your eyes and tilted forward there, 
I couldn't help it, dear, — I had to \iss you. 

Anna Elizabeth Reier 


J*B;*3»> ■'«^ii-f-M^^-'- ^•J>'>«J>«S« 

I-cl^-gS HiEraHEaHB ^.li^-.Br^-S 


G/l Pictured Year 

By Esther Black, '29 

JCs MY DESIGN all right? May I cut it out now? Where can I 
get some more wood? Oh, dear me — this won't stick!" 

"What is going on?" you might have asked if you had entered 
this fifth grade training center at Scott and Hamburg Streets. 

"A wall hanging!" would have been the answer. 

The fifth grade children were studying the Industrial Revolution, 
and the question of whether or not we are going to have any work 
periods started things going. Work periods! What could we do in 
connection with the Industrial Revolution? Some suggested weaving 
rugs, a few wanted to make looms and cotton gins, but the majority of 
the class favored the idea of making block prints. 

Just what designs were to be used was settled the same day during 
a literature period. The class was reading the chapter called Picture- 
Writing in Longfellow's "Hiawatha." They decided that they would 
like to make symbols representing their daily life as the Indians had 



After much discussion, someone finally conceived the idea of rep- 
resenting the things the class had done all year, and putting the designs 
on blocks. But what shall we do with the block-prints? ''Stamp them 
on something," was the answer. The "something'" turned out to be 
our wall hanging. 

The next step was to make a list of the things to be represented: 
history, geography, arithmetic, elementary science, sewing, manual 
training and art were among the subjects suggested. After the class 
had been divided into groups, the next thing to settle was the colors 
to be used. Because the room was rather dark we thought that differ- 
ent shades of red and yellow would be best; and exactly four weeks 
from the day work was begun the finished product was hanging on 
our wall. 

Do you see the border of fish that is just within the outer border of 
red squares? The fish represent the interest in the aquarium that con- 
tained many forms of water life. Look at the inner border of large 
blocks and note the symbolism in each. In the square at the upper 
left corner are baseball mitts and balls, for the children were good 
baseball players. In order, on that same side, we have the draped-back 
curtains of their stage; circles divided into halves and quarters to show 
the work in fractions; cut-out pumpkin faces for Hallowe'en; clowns 
for their interest in dramatics, and palettes for art. Across the bottom 
are the ends of work benches. Much joy came to the children in their 
work period, so we must not blame them for magnifying their one 
actual work bench into sixteen imaginary ones. On the right side, 
beginning v^th the bottom square, are palm trees to show the study of 
the tropics. Above these trees are milk bottles and health castles, for 
these children were enthusiastic health promoters. Books represent their 
reading, the steps that lead to their schoolroom are above these. 
Another square is of baseball gloves and balls, and across the top a de- 
sign representing the silkworm and the mulberry leaf. One of the big 
features of the year had been a circus given in the auditorium. Leave 
the circus out? Never! Hence, we see the place of honor in the 
center of the piece given to clowns, elephants, horses, cowboys and 
other popular circus characters. 

If the value of a piece of work may be judged at all by the amount 
of benefit or pleasure it gives, you would certainly agree with me that 
the work was of some value to the children had you heard the chorus 
of remarks as they ga2;ed upon the hanging — "Gee, Miss, isn't it pip!" 


Published monthly b>i the students of the Maryland State 
l^ormal School at Towson 


Evelyn Schaeffer 

Ethel Ford 
Louise Duer 

JuLL\ Cascio 
Sylvia Rosenberg 

Mary Hanley 


Jerome Denaberg 

LiLLL^N Scott 

Typing Staff 
Anna Rischka 

Business Manager 
Samuel Agree 


Edward Goldstein 

Ida Rosen 
Allene Priutt 

Circulation Managers 

Advertising Staff 
Esther Benesch Thomas Henry Helen Patz 

Frieda Ruthka Nettie Eisenberg 

$L50 Per Year 20 Cents Per Copy 

cA. FasKionable TKanks^ivin^ 

j£, HERE ARE FASHIONS in everything. Nowadays, among the very 
young, to go about being disillusioned is quite the thing. "There is 
no Santa Glaus," we cry, and rejoice in stark drama and morbid nov' 
els. Nevertheless, even at the risk of being stamped conventional and 
behind'the-times, the Tower Light maintains that Thanksgiving is really 
something to celebrate. Aside from its significance in our national his- 
tory. Thanksgiving can have a personal meaning for each one of us. 
We all have at least one little thing to be thankful for. The beauty, 
the good-will, the friendliness that surrounds us is infinitely precious. 
There are many, many things we can rejoice in. 

Because we are not all Pollyannas we need not stop at "being glad." 
Why not build on the little things? That's Thanksgiving, old-fash- 
ioned, with a new-fashioned improvement! 

Esther Miller. 


G/lrmistice ^ay 

%i^N November 11, 1918, the World War ceased. How little that 
means to the majority of the younger generation of today! After years 
of hatred and bloodshed the great nations of the world agreed to lay 
down their arms. Now, in a saner moment, great men ponder over the 
question — What did the war accomplish? The only answers that can 
be supplied are these: 

Veteran hospitals all over the world are filled with men for' 

ever maimed and crippled both in mind and body, unable to ever 

again take up their work in the world. 

Great war debts are still making their demands on the people 

of all nations. 

The chief oflrenders who instigated the war are living in the 

lap of luxury, unscathed by the war. 

A few weeks ago Ramsay MacDonald, the Premier of England 
and leader of Englands' Labor Party, was our nation's guest. The 
visit of MacDonald was a most noble effort to mobiHze the agencies of 
peace. In consultation with Mr. Hoover, steps were taken to smooth 
cut various angles for an arms parley. The meeting was a friendly 
gesture between both nations towards a mutual understanding regard' 
ing their countries' need of a disarmament program. 

While the results of this conference have not as yet been made 
pubhc, it has no doubt paved a way for a world'wide disarmament pro- 
gram. Such a program would, unquestionably, prevent such wars in 
the future as that which had its closing on Armistice Day eleven years 

Katherine Church, Senior Six. 


The Glory of tKe Follow up 

^Q^FTEN, in the course of my duties as an officer of the Boy Scouts 
of America, I have the opportunity to observe the behavior of boys 
in camp. Now, one of the most common of the various duties inci' 
dental to Hfe in the open is that of gathering fire wood. In the ordi- 
nary woods of this section, the numerous windfalls and deadfalls make 
that task comparatively simple and light, and most boys are quite ready 
to take their turns at gathering fuel with which to start a fire. But, 
after the fire has been kindled and is burning briskly, no one seems 
to want to gather wood to keep the blaze going. Only after they have 
pointed out to them the possibility of dire consequences, in the form 
of doughy biscuits or an unduly rare steak, can some boys be per- 
suaded to go forth in search of the albimportant timber. The first 
preparation is quite readily made, but the follow up work always seems 

This difiiculty of finding someone willing to follow up is not re- 
stricted to the camp in the woods, however, and it seems that there 
must be some underlying reason for it. Is it that there seems to be no 
creative element in the follow up? Is it that he who finished what 
someone else has started so seldom gets any credit for his work? There 
must be some reason for this aversion to take part in the carrying 
on of the job. 

My personal belief is that not enough credit has been given to 
those who do the detail work in the larger jobs. All too often we 
heap praise on the leaders of a large undertaking, while those who 
were responsible for leaders' success, the privates of the armies, go 
unhonored and unsung. We gaze with wonder upon some great engi- 
neering feat, perhaps a gigantic skyscraper or a mile long suspension 
bridge. A wonderful accomplishment, the brain child of a master 
mind, evidence of a stupendous amount of planning on the part of the 
architect or the chief engineer. Most of us think of those things. 

But what of the draftsmen who labored for months over T square 
and triangles, executing the drawings that were to guide the construc- 
tion foremen? What about the structural steel workers who risked 
their lives daily and thought nothing of it, as the girders climbed nearer 
the clouds, or the stringers of the bridge crept slowly across the river 
beneath? What of the "sand hogs" who drilled rock and poured con- 
crete in caissons, far below the surface of the river? How many of 
us think of that part of the job? 



The sanitation work in the Panama Canal Zone was truly a mag- 
nificent accomplishment, and all of us have great praise for the medical 
men who were responsible for it. But few of us stop to think that 
much of the oil that was spread over the mosquito breeding places was 
sprayed with hand pumps by Negro workmen who carried tanks on 
their backs. 

The people who plan the great projects deserve all the praise we 
give them, to be sure. Far be it from me to discredit the work of 
the man who thinks things out, but doesn't it seem only fair that we 
should give some attention to those who carry out his thoughts, to 
those who follow up? 

John H. Fischer. 


Generous and selfish are the days of time, 

T^ow, leading us into the land of our dreams, 

l^ow, holding us in the thoughts of the past, 

T^ow coming with gifts in glorioUrS array, 

T^ow leaving us, ne'er a word to say. 

Some smiling, some frowning, some pensive and wise 

Each in its turn as it waits in its place 

Anxious to follow and enter life's race. 

Evelyn Schaeffer, Sr. 7. 

G/4merican Communal Literature 

^^ OST OF US think of songs as the compositions of individuals. We 
seldom, if ever, stop to think of the many songs or ballads that have 
been composed by whole groups or communities. It is an accepted fact 
that many of the old English and Scotch ballads were composed by 
communities as a whole. The general trend of thought is, that 
modern ballads were composed by individuals. This is not entirely so. 
It is true that many were written by one person, but it is also true 
that even in our modern times ballads are composed by groups of 

The conditions under which these ballads are composed are very 
much like the conditions under which the well-known primitive EurO' 
pean ballads were composed. Perhaps the truest example of this is 
represented by people in the mountains of Tennessee, the Carolinas, 
North Georgia, Kentucky, Virginia, West Virginia, and Missouri. This 
region is not easily accessible. The roads are few, most of them being 
little better than mountain paths, and there are very few railroads. 
The inhabitants have been called 'our contemporary ancestors." There 
are no class distinctions. The people are simple, hospitable, primitive 
and hearty. They lead self'sufl&cient lives and have no need nor desire 
to associate with the outside world. Reed Smith says of this section: 
"Here the conditions for ballad preservation were (and are) ideal. 
Almost every characteristic of place and people seemed made to order 
for that purpose. Racial purity and integrity; intense conservation of 
language, customs, and social background; comparative isolation — in 
many communities complete isolation — from the chaotic impact of mod' 
em civilization; primitive conditions of life, simple habits of thought 
and naive standards of taste — all these have persisted in combination, 
forming a social fabric wonderfully tenacious of the lore of the past." 

A good example of the group composition of these people is the 
following: A young mountain girl was accidentally burned to death 
by the explosion of a lamp. On the night before the funeral a group 
of her friends gathered in the house where the body was lying and 
composed a song which they sang at her funeral the next day. 

Another instance of this kind of composition was when the ballad 
"Bessie Combs" was composed. A bride of two months was one day 
found murdered. There was a great deal of excitement when it was 
discovered that her murderer was her husband. A group of young 
friends and schoolmates gathered, and together composed a song of 
lament. The general character of the song may be conceived from 
the following: 



"It was one beautiful night in May, 
Sweet Bessie was singing in glee. 
She did not \now it was in Reubens heart 
To tdk^e her sweet life away. 


"Oh Bessie, my darling, come home; 
Bid Reuben alone adieu. 
His hands are stained with your own hlood; 
He can never come up to you." 

Quite similar to mountain communities in the conditions giving 
rise to ballad composition were the cowboy camps of the Southwest. 
The ranch was sometimes situated hundreds of miles from any other 
seat of civilization. The men lived on practical terms of equality — 
their work, their daily experiences, their thoughts, their interests were 
all in common. "Illiterate people, cut off from newspapers and books, 
isolated and lonely — thrown back on primal sources for entertainment 
and for expression of emotion — utter themselves through somewhat the 
same character of songs as did their forefathers of perhaps a thousand 
years ago." 

Sitting around the campfires at night, during roundups, during 
branding time, while on the trail — all these, were opportunities for 
composing songs. The most gifted man would start a song. It would 
be changed, revised and sung again by the rest of the men. Then the 
leader would sing another verse, and the others would repeat or take 
up the refrain. The songs were even utilized for practical purposes. 
A sharp, rhythmic yell was sometimes beaten into verse and employed 
to stir up lagging cattle. Then some of the night guards, as they rode 
round and round the herd, improvised cattle lullabies which they sang 
to quiet and soothe the animals. One of these songs is "The Cowboy's 
Dream," which is sung to the tune of "My Bonnie Lies Over the 
Ocean." Part of it is as follows: 

"Last night as I lay on the prairie. 
And loo\ed at the stars in the s\y, 
I wondered if ever a cowboy 
Would drift to the sweet by and by. 

"Roll on, roll on; 
Roll on, little dogies, roll on, roll on. 
Roll on, roll on. 
Roll on, little dogies, roll on," etc. 


Two other well'known cowboy ballads which were composed by 
groups are "The Old Chisholm Trail" and "The Ballad of the Boll 

Perhaps of all modern communal compositions, those best known 
are the ones composed by the negroes. The spirituals are composed 
in a highly charged emotional atmosphere. "They are the inspira- 
tion of a moment of ecstasy, the expression of religious elation inter- 
mingled with emotion of an intrinsically barbaric character." The 
outstanding characteristic is the refrain. It is sometimes repeated to 
the extent of producing semi-intoxication like a spell or incantation. 
A striking rhythmic phrase from the preacher, the leader, or a wor- 
shipper, is taken up by the whole group and repeated over and over 

During the World War, in a tense moment, a spiritual was com- 
posed. As described by a Negro on that occasion "Somebody shout 
out, O Lord, we g'wine tVow dat Kizer down; and den somebody else 
catch 'em and t'row 'em back, and befo'" you know it de whole chu'ch 
was a-rockin' an' a-prayin'. It was a gran' hymn." There are many 
other similar incidents. 

An example of plantation group composition is the following. A 
group of Negro women were working in a bean field, ranged in rows 
down the long aisles of the glossy bean vines. They had been working 
since sunrise. All of a sudden one woman raised her voice in a chant. 
Her mind was a medley of reminiscences, and thinking aloud, she fitted 
her fancies to a plaintive melody. The other women joined in at un- 
expected intervals and supplied the harmony. The work became 
rhythmical and handfuls of butterbeans were dropped into the baskets 
with each cadence so that they were working rhythmically. This is 
part of the song which they sang. 

''Chin\, pin\, honey, 
O Lulu. 
Chin\, pin\, honey. 
One oV faded han\chuh. 

"Chin\, pin\, honey, 
O Lulu. 
Chin\, pin\, honey, 
"Washed in de hayon," etc. 

The following shows just hovy spontaneous the composition may 
be. A university dean was once listening to a Negro road gang as they 
were working and singing in front of his house. Wishing to hear the 
words more clearly and possibly to take them down, the dean strolled 


down the road and seated himself on a rock beside the workers. He 
was thinking how intent the Negroes were and how obHvious to him, 
when, without any change in rhythm, tone or expression, he heard 
these words from the leader: 

'"White man settin on wall. 
White man settin on wall, 
White man settin on wall all day long, 
Wastin his time, wastin his time." 

Communal composition is not limited to certain definite groups. 
After the World War a group of soldiers, while waiting for the order 
to leave for home, gathered at the end of their barracks and began 
singing. After the rounds of the old favorites they started vying with 
each other in composing words to the tune of "Hinkey, Dinkey, Parley 
Vous." Before long seven or eight stanzas were composed and a new 
ballad had been made. 

From this it will be seen that although community composition of 
ballads may be dying out, it is far from dead. At any opportunity, 
when the occasion arises and the mood is on the group, a ballad may 
be composed. 


Smith, Reed — "South Carolina Ballads" — General use of book. 

Rohinson — "American Mountain Songs'" — Introduction. 

Major and Smith — "The Southwest in Literature" — Pages fiftysix 
to seventytwo. 

Kennedy — "Mellows" — General use of book. 

Loc\e, Alan — "The New Negro" — Page 21 — ffg. 

The ballads mentioned in the story can all be used to illustrate 
community composition and to give a more vivid picture of the life and 
characteristics of the people who composed them. 

Ida Miller, Senior Eight. 

"c2/4 Close-up" of ^ittsbur^h 

./fpopi.F. call it the smoky city. It does not take long to find the 
reason. Mills, mills, and more mills, with the fire and smoke making a 
most unique setting against the coal black sky which covered the smoky, 
iron city the first night I saw Pittsburgh. To the right and to the left 
— not mere, gradual hills like the one Normal rises on — but steep, rocky 
mountains with tiers of houses adorning them; because if houses weren't 
built on the mountains, either Pittsburgh would be twice its size or non' 
existent. Those in the dormitory, who live on the sixth floor of Rich' 
mond Hall, may be able to conceive the idea of walking up fifty to 
seventy-five steps to reach home after a full day of hard work. How 
ever, if one does not have many steps, then one, if so fortunate as to 
have a car, may drive around and around (as though dizzy) to reach 
the middle "layer" or even the top of the houses. Of course, the street 
cars are available — but from some of the steepest mountains in the city it 
takes nearly an hour to travel from the top to the bottom — so they 
have built "inclines." One night, just for the novel experience, we 
drove up a mountain. Then we drove on a platform which was pro- 
tected with a roof and walls on either side. Upon glancing back, I 
could see the street as it was a few minutes ago; looking straight ahead 
I could discern the lights and buildings in the distance, but pedestrians 
were barely visible; directly below was darkness. Slowly we began 
to descend, and turning my head a little to the left I saw another 
car like the one we were on, coming up. In another minute we were 
at the foot of the mountain, the motor of our own car running — just 
waiting for a break in the traffic before we started. "That," my dear 
reader, ''is what is known as an 'incline'." 


We Welcome Junior Mothers 

"Welcome Junior Mothers" in three inch letters was the first thing 
which greeted the mothers when they arrived for Junior Mothers' Week' 
end on Friday, October 18, and this spirit pervaded the whole week'end. 
First on the program was the candle light dinner on Friday evening. 
One could go into rhapsodies over that alone! It stands out along with 
the Old English Dinner as something we anticipate. After dinner the 
mothers were entertained by several members of the girls' and men's glee 

Bright and early Saturday morning the mothers and daughters gath- 
ered on the steps of Newell Hall, where they posed for the cameraman, 
following which, they were taken on a sight'seeing tour to points of in- 
terest in Baltimore and the suburbs. On Saturday afternoon another dc 
lightful time had been arranged for the mothers. They had the privilege 
of meeting all the teachers and consulting with them about their sons' 
and daughters' progress in health and studies here at Normal. In Rich- 
mond Hall Social Room at three o'clock Miss Tall, Miss Osborn, Dr. 
Abercrombie and Miss Sperry gave short talks. After this a pleasant 
social chat was had over the tea cups. These are the main social events 
of the Junior week-end, but just read between the lines a little and you 
will see what a happy time each mother had in being the guest of her 
daughter or son, whom in most cases she hadn't seen since school opened! 

Normal Takes Her Place In tKe Social World 

"School days, dear old golden rule days, 
Readin', 'ritin, and 'rithmetic. 
Taught to the tune of the hic\ory stic\." 

Readin' and 'ritin' and 'rithmetic aren't the only things that enter 
into one's life at Normal. 

There's never a day in our school calendar that every student 
doesn't have something to look forward to in the social world. Already 
there have been many important social functions taking place during the 
months of September and October. 



Never before have wc had a Junior class feel so much at home. 
We say, "Why is it that the Junior class is so different from those of 
past years?" The Seniors consoled themselves by saying, "From the first 
day of school they were made to feel as though they were one of the 
group. As soon as they arrived, social activities were arranged which 
appealed to them. This served as a magnet — it drew them in. 

On Monday afternoon Senior seven held a tea dance in the audi- 
torium for the purpose of raising money for their assembly program. 
The radiola was used to furnish splendid dance music and last, but not 
least, refreshments were served. Both Juniors and Seniors took advan- 
tage of this tea dance. 

As in previous years, Miss Tall charmingly entertained the mem- 
bers of the faculty at her home, Wednesday, October 2, extending to 
them her heartiest welcome for the coming year at Normal. A most 
appetizing dinner was served, followed by games and a social chat. 

The birthday parties for the dormitory students have been some- 
what different this year, and we can truthfully say they are better than 
ever. Picnics have been held in the Glen. Every student having a birth- 
day in favorable weather celebrates with a meal cooked out of doors in 
the evening over an open fire. What could be more delightful than this! 

Regular monthly dances have started. The October dance was 
held in the Auditorium on October 12, 1929. The setting was autum- 
nal, with golden rod and autumn leaves to give this effect. 

,^^^^ LTHOUGH it is early in the year. Junior four is quite an organized 
group. We have already elected our class officers, and have met with 
our section adviser. Miss Daniels. 

One of the interesting events of our short life at Normal, was a 
hike, which we all greatly enjoyed. 

Junior four is now busy planning an assembly under the supervision 
of Miss Crabtree, and we are sure it is going to be a great success. 

When nature suddenly stops stirring and begins to shake off the 
confining bonds of a laboring summer, when she lies in that half-slum- 
berous state called fall; when her verdant carpets lose their greenness; 
when birds are expending all their efforts in a last-minute song, who can 
resist her appeal? Surely not those in the schoolroom. This period of 
Nature's last frantic pleading is the signal for suspension of activity for 
a few hours, and Junior eight heeded her admonitions by going for a 
delightful hike down to the "Meadow" by way of Burke Avenue. 

It was on September twenty-sixth that we had our first taste of out- 


door life as it presents itself in and around Towson, and needless to say, 
we were so pleased with it that we want to try it again. The supper 
which the dietitians provided for us was delicious, and Miss Medwedeff 
was indeed a most delightful hostess. 


The orchestra is growing rapidly in size — and ability. The mem' 
bership is twice that of last year, and with more variety of instruments — 
saxophones, trumpets, French horns, violins, cellos and drums are uniting 
in the "production of harmony." 

The orchestra made its debut this season at the Junior Mothers' 
dinner on Friday evening, October eighteenth, and is now engaged in 
the preparation of three other programs, including that for the Christ' 
mas festivities. 

Officers were elected this year for the first time. They are : 

President Lily Ernst 

Vice-President Eleanor McDonald 

SecretaryTreasurer Jack Kravitz 

Librarian .LeRoy Rollison 

Miss Prickett, the director, appears enthusiastic over the prospects, 
believing the present orchestra to be one of the best if not the best Nor' 
mal has ever had. 

May we hear from it often 

Glee Club 

The Glee Club has good news. Its membership has increased con' 
siderably since last year, and we regular "assemblygivers" need not be 
told how well it can perform. 

The Club is hard at work — as usual — under Miss Weyforth's di' 
rection, rehearsals being held regularly and in between times. Just now 
it seems to be in-between times, since special preparation is being made 
for its program to be given at the meeting of Maryland State Teachers' 
Association at Baltimore City College on Saturday morning, October 
the twentysixth. 

Officers are: 

President Gertrude Rosen 

Vice-President Bertha Kappler 

Librarians Margaret Adams and Rose Chakin 

Notes From TKe Campus Elementary School 

At a recent assembly, Miss Tall presented to the Elementary School 
a beautiful colored plaque which she brought from Italy. It is a copy of 
the bambino medallion which ornaments the facade of the Foundling 
Hospital in Florence. 

Frogs, turtles, salamanders crawfishes, praying mantes and various 
other live things are to be found in the third grade. They are behaving 
so naturally that the children are able to observe and learn much about 
their habits. 

Miss Katherine Noel, student teacher in the third grade in the Ele- 
mentary School gave a demonstration lesson on the study of the salaman- 
der for the county and campus training teachers. It was followed by a 
most profitable discussion. 

The Spar\ler is the fourth grade weekly newspaper, reflecting the 
activities of the school. The inspiration for the name came from The 
Tower Light. 

There seems to be an epidemic of map-making and map-reading 
from second grade to seventh. 

The Elementary School Student Council has elected officers for the 
year, who are now well started on an ambitious program. The seedlings 
planted on the hillside last Arbor Day are being cared for by the chil- 
dren, and with the help of Mr. Ehlers the ground on either side of the 
south entrance has been graded and grass seed planted. One more step 
toward making our school attractive. 

The girls of the Elementary School recently entertained their 
mothers at dinner in the cafeteria. The program consisted of reports of 
Autumn work. Autumn stories, poems, songs and playground games. 


"Story took Europe" 

j£ HE CLASSIFICATION of teachers, like all Gaul, may be divided into 
three parts — ^those who have been to Europe, those who are going very 
soon, and those who ''may go if they ever get the money." The first 
are unmistakable. They have a sureness in tone, a firmness in tread 
that is typical. The second kind, too, one knows easily. They have an 
eager look in the eyes, an anticipatory curve to the mouth. The last 
group, the great majority, we all recogni2;e. They have a wistfulness, a 
weary, faint hopefulness about them that stamps them. For this last 
class. Miss Peck's book, "Storybook Europe," is a delight. It has all 
the charm and color of a steamship booklet with none of its disquieting 
information about rates. Miss Peck writes of London and Rome and 
Paris in an entertaining, intimate way. She is friendly without being 
slangy. She is enthusiastic without being gushing. 

"Storybook Europe" is a book for light reading and for interesting 
bits of information. The teacher of intermediate grades will find it 
valuable for reports by special children and for reading to the entire 
class for enjoyment and knowledge. 

"Storybook Europe," like all the other new travel books, is demor' 
ali2;ing. We are sei2,ed with a desire to "go places and see things." 
We decide that joining the Navy may be a good idea. Only because 
that "weary, faint hopefulness" persists do we suppress ourselves. 

Esther Miller. 


Link Athletics of Normal ScKool With the 

Elementary ScKool 


Jdj AST YEAR for the first time, a project which has formed a connec- 
tion between the athletics of the Normal school men and the elemen- 
tary school boys, was introduced by Athletic Director Minnegan. The 
plan called for an organi2;ation of the athletics of the elementary school 
boys with the Normal men serving in capacity of adviser and official. 
This provided an opportunity for the Normal men to gain practical ex- 
perience in drawing up tournaments, officiating, and advising, and also 
enabled the elementary boys to have supervised play. 

The sporting program was divided into five branches, namely: 
dodgeball, track and field, indoor baseball, tennis, and golf. The boys 
were divided into four distinct and permanent teams, each team under 
the guidance of a captain. To arouse interest, the names given to the 
teams were those of colleges which have made great strides in the ath- 
letic world. One team was known as Yale, another as Brown, still an- 
other as Princeton, and the fourth as Harvard. The teams entered in 
the dodgeball, indoor baseball, and track and field tournaments went 
through the double round-robin competition, or, in other words, the 
teams faced each other twice. As tennis and golf necessitated individ- 
ual performances, the elimination type of competition was used in these 
branches of the sport program. As an added incentive, ribbons were 
awarded to the winning teams in the speedball and dodgeball tourna- 
ments and to the boys finishing first, second, and third in the track and 
field meet, tennis tournament, and golf competition. 

As one phase of the Physical Education course. Coach Minnegan 
assigned individual men students of Normal to take charge of one spe- 
cific branch of the sport program and to solve any problems which might 
arise among the children. The men who participated were: Mr. L. 
Cohen, who had charge of the track and field activities; Mr. E. Gold- 
stein, golf; Mr. P. Aaronson, dodgeball; Mr. G. Neumeister, tennis; and 
Mr. J. Denaburg, indoor baseball. Others who took part either in the 
capacity of coach, timer, or official, were Mr. J. Fisher, Mr. L. Huff, and 
Mr. Peregoy. Discussion of the various problems which confronted the 



men was held in the regular Physical Education period and in this man' 
ner everyone present profited through the experiences of one person. 

Mr. Minnegan expects to follow the same plan of organization with 
the Junior and Senior men this year, and if the same results as the pre' 
vious year are brought forth, then Mr. Minnegan will consider his ven' 
ture successful. 

The soccer team is now well on its way to completing their sched' 
ule for the year. Considering the high caliber of teams met by Normal 
and the fact that Coach Minnegan had to build his team around two 
veterans, the soccer performance for the year may be called successful. 
The team has emerged victor in four of the seven games played to date. 
Navy, Blue Ridge, and Western Maryland are yet to be encountered 
and it is hoped that the record of the team will be improved. 

Basketball is gradually coming to the fore. The schedule being 
prepared by Coach Minnegan and Manager Brose, promises to furnish 
first'rate competition for the basketballers. The coach has introduced 
a new policy of scheduling college teams only. Games have already 
been arranged with Gallaudet College, Catholic University, State Teach' 
ers' College of Philadelphia, Beacom College and Blue Ridge College. 
Games are also pending with several of the colleges in Maryland. Coach 
Minnegan has held a conference with the new candidates and has given 
them an idea of the methods of offense and defense used by the team in 
the previous year. Serious practice will begin at an early date. 

The Mixed Doubles Tennis Tournament which has been under way 
here at Normal for the past few weeks is now completed. The success 
of the tournament was due to the splendid cooperation of the partici' 
pants, the manager and the coach. At an assembly on Tuesday, October 
the twentysecond, gold medals were awarded to Jean Loveless and Mor' 
ton Lipsitz the winning doubles team; and silver medals were given to 
Maxine Fowble and Milton Dickman, the runner'ups in the tournament. 
Most of the participants of the tournament played a good brand of ten' 
nis and as a result the outlook for the Varsity tennis team is encourag' 

Soccer Results 
Normal Plays Host to Western Maryland 

On Friday, September twentyseventh, Western Maryland visited 
Normal school and defeated the local team in an exciting and hard 
fought contest by a score of two to one. Unfortunately, Harper, Nof 
mal's left end, suffered a broken leg in this game. The soccer team will 
feel his absence throughout the year. 


Normal Visits Franklin'Marshall Academy 
The Normal eleven took a trip to Lancaster, Pennsylvania, on Sat- 
urday, October fifth, and played the Franklin-Marshall Academy team. 
The Academy eleven played a superior brand of soccer, and outclassed 
the Normal school team by a score of six to one. Startt, who kicked 
Normal's lone goal, played his usual good game for Normal. 

Normal Three, Blue Ridge Two 
At Blue Ridge, Maryland, on October seventh, the Normal Profs, 
encountered Blue Ridge College in a soccer game. The final score was 
three to two with the Profs, ahead. The toes of Startt, Nicodemus, and 
Fitzell, tell the story of Normal's victory. The teams played 25 minute 

Profs Lose to Williamsport Three'Two 
On October sixteenth, the Williamsport soccer team played the 
Normal eleven on the North Campus. The Profs outplayed the Wil- 
liamsport team, but failed to produce the final drive which would have 
enabled them to emerge victorious. The final score of the game was: 
Williamsport three, Normal two, Startt and Nicodemus again produced 
the goals for Normal. 

This happened during a current event period. 

Teacher: ''You said Ramsay MacDonald attended what? 

Pupil: "He attended a stag dinner." 

Teacher: ''What is the meaning of a stag dinner?" 

Pupil: "Why a stag dinner is a deer dinner." 

The other day an excited little boy ran to the teacher and told her 
that a boy was so bad in the other class that his name and keep out 
was on a sign on the door. When the teacher went to the door this is 
what she read — 


The following is a copy of how one boy completed a paragraph in 
the Intelligence Test. 

Eskimos sometimes live in homes made of blocks of ice. Since ice 
melts rapidly when exposed to a temperature above 32 degrees, it is nec- 
essary for Eskimos to keep the temperature of the room below Es\imo 
degrees to keep the house from temperature. 

A junior was asked to give a definition of "good sportsmanship." 
The following was her reply: 

"Good sportsmanship is a girl who plays hockey, tennis, basketball, 


Answers of Select Six 

The following question was asked the SELECT SIX (Senior seven 

boys) and the d do2;en (Industrial Arts Group). Below are the 

answers received to this question. 

What would you do if you had a girl that really loved you? 
Philip J. Aaronson: The same as I do now. (I have one.) 
Edward H. Goldstein : Fd keep her near me while in school. (Put her 

in Shephard Pratt.) 
John H. Fischer: Utili2;ing past experience, Fd keep her miles away 

from a certain member of the "Select Six." 
George Neumeister, Jr. : Make the most of a lifetime opportunity. 
Louis Cohen: Why bring that up? 
Jerome Denaburg: Fd put her in an insane asylum. 

Industrial Arts Group 

Milton Dickman: Fd ask her to show me how much. 

Isadore J. Dalinsky: What wouldn't I do(?) 

Manuel Goldstein: All my life Fve been without you; now I can't do 

without you. 
Wolfe Joffe: Why speak of impossibilities? 
John G. Preis : If I had a girl who really loved me, I would love her in 

Michael Kitt : I would like her to show it. I do not care for indifferent 

Harry Chayt: What would I do? Love her tremendously if she is 

Samuel Goldsmith: Oh boy! I guess Fd have a pretty good time. 
Samuel Acree: If she had everything, Fd pop the question. 
John Horn: Yes. 

The other two members of the d dozen were either too senti' 

mental or did not wish to give an answer to the question. 



Phil Aaronson, while spending a few days in Atlanta, Georgia, 
mailed one of the fellows a post-card with a view of the Federal Prison. 
On the back was the notation — "I wish you were here." 

The joke editor has suggested that all contributors sending jokes 
to this magazine accompany same by a photograph of themselves. We 
would enjoy laughing at them as well as with them. 

Seen on Entrance Tests — By Way of Enlightenment 

An angel is a kind of heavenly body, having a long nebulous train 
or tail. 

A pledge is the base or support of a statue. 

A wooer or lover is called a shei\. 

J^ational Par\ is the seizure of private property for public vise. 

The last part or end of anything is called its rear. 

A wooer or lover is called an expirer. 

A \iss is a courteous expression of commendation. 

A grin, like a simile is a figure of speech based on similarity. 

The saxophone is the only instrument in the world that sounds as 
well when you're learning to play it as it does afterward! 

Bigamy is having one wife too many- 
Monogamy is often the same thing! 

Liza: 'Is yo' sho yo' wants to marry me, big boy?" 
Buistus: "Absolutely. Ah's even made arrangements to quit mah 

If you buy stock it's a speculation but if it makes money it's an 

"That tenor reminds me of Lou Cohen." 
"But Lou is not a singer." 
"Neither is that tenor." 

Teacher: "Why must we keep our houses fresh and clean?' 
Pupil: "Because company may come any moment." 

"I want to leave the world better than I found it." 
"It should be better after you leave it." 


Bobbie had been late to school. 

"Why are you late today?" asked the teacher. 

"I started too late," came the reply. 

"Yes, but why did you start so late?" 

"It was too late to start early." 

A clever girl is one who makes you think she is taking dinner with 
you and not from you! 

No manufacturers will ever name a car the "Coolidge" because it 
might not choose to run. 

Not This Generation 

"And now, children," said the school-teacher, "since weVe finished 
the lesson in public speaking for the benefit of those who may become 
transatlantic aviators, we shall devote an hour to public silence to train 
you for the presidency." 

Teacher: "What were the epistles?" 
Little Boy: "Wives of the apostles." 

"I wonder why they say 'Amen' and not 'Awomen', Bobby?" 
"Because they sing hymns and not hers, stupid." — Boston Tran- 

Mr.: "Banks is a well-known promoter." 

Mrs.: "Well, I wish you'd speak to him about our Willie. He's 
been in the third grade for three years." — Detroit T^ews. 

Getting out a school publication is no picnic. 

If we print jokes, readers say we are silly. 

If we don't, they complain we are too serious. 

If we write all our own stuff, they say we lack variety. 

If we clip from other papers, we are too la2;y to write. 

If we stick to the desk, we ought to be about digging up news. 

If we are not digging up news, we are letting things go hang in our 

If we don't print contributions, we aren't showing proper appre- 

If we do print them, the paper is filled with junk. 

Like as not, some one will say we swiped this from another maga- 

We did. 

spoken by "Jerry" Denaburg 

Passing the teacher's grade in style 

is easy if your clothes 

come from 

IRe (dj^ Hub 

". . . of Charles Street" 
... and "Jerry" knows! 



Mathias Gross 

Th^ Only 
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Discriminating Footwear for College Girls 




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Make Yourself Attractive 


Careful Work at Reasonable Prices 

Juanita B. Schuster, Proprietor 
Jeanne Moylan, Beauty Specialist 

York Road at Burke Avenue 
Telephone, Towson 962 


Baltimore, Md. 






108 W. Lexington St. 
114 E. Baltimore St. 



Home of 


31 W. Lexington St. 
PLaza 2524 







Your Suburban Theatre 



Where Weil-Dressed 

College Girls 
Buy Their Apparel 




The Only Place to Eat 

York Road at Pa. Ave. 

TowsoN, Md. 




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Everything That Is Artistic in 
Cut Flowers and Plants 


5315 York Rd. Baltimore, Md. 

Your Banking Needs 

Are Courteously 

Supplied at 

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York Road Towson, Md. 



19 West Chesapeake Avenue 






Trucks and Motor Coaches 

Phone Towson 525 





124 W. Baltimore St. 

Where Normal Studerjts Meet 
to Eat 

Delicious Sodas and Sundaes 


See Them Made 




is the Tower Light of 
1 Banking in 

Baltimore County 

Phone Towson 4 

The Home Store 




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227 N. Howard St. 

"That smart Howard Street shop" 
chosen by so many clever young 
things who want the same chic in 
their Frocks and in their Hats. 



Manufacturing Jewelers 

Baltimore, Md. 



"Your Sujeetest Neighbor" 





Baltimore has learned that if it 
is new — and smart — Stanwick's 
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new silhouette — are showing 
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Distinctive Portrait Photography 


519 N. Charles Street 


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"Unto Him That Hath" Marian G. Holecamp 3 

Christmas in Pictures Virginia McCauley 6 

Christmas Time Ballads and Carols — 

Margaret Tic\nor 7 

'The Light That Shineth in Darkness" — 

Anna E. Bagwell 10 

Christmas Dorothy Hays 1 1 

Christmas Recollections Anna Risch\a 12 

Poetry 12 to 20 

Editorial 20 

This Thing Happiness Max S. Wolfe 22 

Panama Via the West Indies Philip Aaronsen 25 

A "Who's Who" I Know E. Lassell Rittenhouse 28 

School Notes 31 

Campus School Stories and Poems 35 

Baltimore's New Market Charles Wolfe 37 

Athletics 38 

Jokes 41 

Advertisements 44 

% fofer %l|t 

Vol. Ill December No. 3 

"Unto Him That HatK" 

j^ R. McDonald, president of the Stewart Hotel, turned and 
glanced at his private secretary. 

"Miss Kandon!" 


"As soon as you finish that letter you may go, that is, of course, 
unless you prefer to work tonight until the usual time." 

There was a merry twinkle in his deep blue eyes, and Alice Kan' 
don, looking up quickly, saw it and immediately replied, 

"Thank you, Fm finished right this very minute," and rising, she 
took from the coat-rack a small hat, and pulling it over her short, black 
locks, exclaimed: 

"Oh! Mr. McDonald, just look how it is snowing. Isn't that 
lovely! We really are going to have a white Christmas." 

"Yes, surely looks like it," agreed her employer. "Miss Kandon, 
here is a little remembrance from the Hotel." He got up and laid a 
small white envelope in Alice's hand. 

"Oh! Mr. McDonald, I " 

"Never mind," he interrupted cheerfully. "Just a small reminder 
of Christmas. Good night." He shook her hand cordially, and in 
another moment a very much surprised and delighted young lady was 
standing on the other side of the large plate-glass door. 

Excitedly, Alice tore open the envelope and counted out four crisp 
fivc'dollar bills. With sparkling eyes and flushed cheeks, she ran down 
two flights of steps, not even waiting for an elevator, as she saw in 
her mind's eye an exclusive shop window with a charming, stylish little 
hat which only yesterday she had admired — and now — with those nice 
new bills tucked securely away in her handbag — it was blue, too, and 
wasn't there an expression that said something about "Alice blue?" And 
hadn't it been but yesterday that Tom, her kid brother, had said, "Gee, 
sis, you look great in blue," and that, from a brother, meant something 
— well, Tom was a dear boy. 

By this time she had reached the ground floor, and pushing open 
the heavy swinging doors, stepped out into a world covered with glis- 
tening white flakes, sparkling lights and cheerful people, hurrying this 
way and that. Through and above it all the Christmas spirit prevailed. 



On the opposite corner a large department store's window fairly shouted 
for recognition with its wonderfully decorated pine tree and its jolly, 
stout St. Nicholas. From somewhere near came the soft sound of Christ' 
mas music, and Alice hummed the familiar tune of "God Rest Ye Merry 
Gentlemen," as she joined the crowd and was swept along with it. 

Glancing at her watch, she discovered that it was nearly four 
o'clock. Already the street lights were lit, for night was rapidly de' 
scending over that large, throbbing metropolis. 

As she stepped briskly along in the invigorating air, she mentally 
calculated the amount of time she could allow for every errand that 
she intended doing. Of course, first she would get the hat, and then 
would stop in to see a sick friend. Then probably it would be time to 
go to the Auditorium, where all the large Glee Clubs of the city would 
try out for the honor of singing Christmas carols over the radio, on the 
first hour of Christmas morning. The chosen singers would have their 
pictures in the early morning paper. Alice felt sure that her group 
had a fine chance of winning. 

Suddenly a small voice burst upon her thoughts. "Holly, lady! 
Only fifteen cents." 

Glancing down Alice ga2;ed straight into large brown eyes, set 
in a pale, thin face, upon which was plainly stamped Hnes of fatigue 
and hunger. She was in the act of opening her handbag when a small 
white hand clutched at her coat, and stooping quickly, Alice was just 
in time to catch the small swaying figure. 

"Feel sick, Sonny?" she asked gently. 

"N'n'no Ma'am," came a low reply, through chattering teeth, as 
the boy pulled himself free from Ahce's encircling arm. 

"Guess Fm a little hungry, because I didn't have time to eat today," 
Then hurrying on, as if to convince his hearer, "Would you like to 
buy a bunch?" 

Alice smiled at the pluck and courage of the little fellow and asked, 
"How many bunches have you left?" 


"All right, Fll take them." As Alice slipped the coins into the 
eagerly outstretched hand she made a sudden decision. 

"Look here. Sonny; you've sold all of your holly now, and as I 
haven't had much to eat today, suppose you and I get something." And 
then, seeing the blank look of incredulity and wonderment growing in 
the child's wide open eyes, she added — "You know we could call it a 
Christmas Eve Surprise Supper." 

For a moment the child turned a delighted face to Alice, and then 
the joyous look slowly passed away, and he said: 

"Fm sorry, lady, but I can't. Mother told me to come right home 


as soon as I finished selling the holly. She wants me to keep my sister 
company while she does some sewing. My sister is sick, you see, and 
we are afraid she might get the fever." 

Alice was surprised at the answer, for she had expected an eager 
assent. Yet — she looked again at the child's worn clothes. There was 
something mighty fine about the little fellow, and he didn't talk like a 
street urchin, either. He was standing motionless before her, rather 
expectantly, Alice thought. Oh! how stupid of her. Why hadn't she 
thought of it before? 

"Sonny, suppose we get the supper anyway, and you can take it 
home." "Oh, thank you so much," and a small hand was slipped con' 
fidingly into her own warmly clad one. That little act went straight 
to her heart. Holding the cold hand tightly in her own, she led the way 
to a doorway, and then said: 

"Suppose, Sonny, you tell me all about it — ^your home and mother 
and sister." Then, as the child spoke, Alice could see a bare little room 
at the top of an old house. She saw a mother sitting beside a sickly 
child, managing to snatch a few minutes now and then to sew, and in 
that way add to the small amount that her little son brought home. 

The child continued, while Alice pictured exactly what he was 
saying, and more, too, although no word of complaint or of discourage- 
ment passed his lips. 

As he finished, Alice said nothing, but taking his hand again, she 
proceeded to a delicatessen store situated in the uptown district. PasS' 
ing a certain hat store, she turned resolutely away in order not to see a 
little blue hat that was still on display in its window. 

An hour later a very happy little boy and a young girl, laden with 
packages and a heavy basket, climbed the last of numerous steps. The 
door at the top of the stairs was suddenly opened, and a joyous voice 
cried, "Mother, come here, quick," and Alice caught a glimpse of the 
room behind; bare, but immaculate, just as she had imagined it would be. 

Two hours later, when the Glee Club of Mt. Vernon Church was 
receiving the honor of being the selected group, a young girl was sing' 
ing to a group of three all the Christmas carols that the winning club 
had just sung. There was joy in her heart and in her eyes as she 
looked around the room and reali2;ed not only the cheerful Christmas 
atmosphere, but also the joy she herself felt reflected in the face of the 
mother who sat before her, with the head of her little girl in her lap 
and an arm around Sonny. 

The next morning in the early Herald there was a picture of the 
carol singers, but in the hearts of three people were engraved the face 
of a girl whose picture was not in the morning paper and who wore no 
new blue hat as she walked briskly to early Christmas service, radiating 
joy and good will at every step. 

Marian G. Holecamp, Senior Eight. 

CKristmas In Pictures 

(£^ HRISTMAS" has a fascinating appeal for each and every one of us. 
Christmas! Christmas! What varied pictures that word calls to our 

First of all, we see the interior of a rude stable. Our gaze is drawn 
to a beautiful young woman, with a madonna face, who is holding in 
her arms a tiny babe. Behind her stands her husband, gazing with 
adoring tenderness at the beautiful child. At her feet three shepherds 
are kneeling and worshipping, in the beauty of humility, the dear little 

Then the picture changes, and we are looking upon the chief thor- 
oughfare of a city. Crowds of people, some beautifully dressed, others 
poorly clad, but all with very happy faces, are thronging the street, 
gazing into brilliantly lighted store windows, or "pouring" in and out 
of the already crowded shops. At the side of the street stand many 
Santa Clauses, who, ringing their bells, look wistfully at the happy 
"passers'by." They are the Salvation Army men, who are endeavoring 
to make the Christmas season happy for poor families. A well-dressed 
man steps to the side of the pavement and puts a crisp, new dollar bill 
into the box. He is followed by a radiant-faced child, who drops a dime 
as he shakes hands with Santa, and then is lost in the ever-moving crowd. 

Again the picture changes, and we see a group of carol singers 
standing before a magnificently illuminated house. They are lustily 
singing — perhaps the song is "Silent Night." We notice green and red 
wreathes on all the windows, and red candles, burning brightly. 

Then we see the interior of a crowded church. Standing in the 
center of the large platform is a tiny child, with long, golden curls. 
She makes a timid bow and walks from the stage amid a great shower 
of applause. Then a fat, jolly, red Santa Claus quickly mounts the steps 
to the platform, and after a few words of greeting, passes out gifts to 
the eager little children, who file by him. 

Possibly one of the last pictures we see is a comfortably furnished 
sitting room. In one corner is a large Christmas tree, trimmed with 
beautiful balls and dazzling in the splendor of myriads of tiny, colored 
electric bulbs. In a little rocking chair, which seems surprisingly new, 
is seated a dark-haired girl, holding, tightly-clasped in her arms, a flaxen- 
haired, blue-eyed dolly. Near her, on the floor, is a boy absorbed in the 
manipulation of an electric train. Somewhere in the room is the loving 
mother, who is tenderly watching her children. Beside the table is 
seated the father. Perhaps he is smoking, as he, too, watches the little 
ones. An atmosphere of contentment pervades the whole scene. There 
is "Peace on earth, good-will toward men." 

Virginia McCauley. 


Christmastime Ballads and Carols 

Adam lay hounden, 
Bounden in a hond. 
Four thousand winter 
Thought he not too long. 

And all was for an appil. 
An appil that he to\ 
As cler\es jinden 
Writen in here ho\. 

Tvje hadde the appil ta\e hen 
The appil ta\e hen 
Tsje hadde never Our Lady 
A hen heavene quene. 

O blessed he that time 
The appil ta\e was! 
Therefore we moun singen 
Deo graciasl 

This lovely carol, with its quaint theology, written in England in 
medieval times, is a good example of its kind. As we read it, we wish 
to know more about carols. How are they made, and how did they 
originate? The dictionary traces the word carol back through meanings 
of a song, a dance, a circle, to the root'word, move. Carols probably 
originated as songs accompanied by dancing, when all the people formed 
a ring, singing as they went Vound. Bishop Taylor says that the oldest 
carol was that sung by the angels to the shepherds on the plains of 

Before Christianity had been introduced into the world there was, 
both among the Romans and the Gauls and Britons, a time of feasting 
and merriment at the turn of the winter solstice, near December twenty 
first. It was connected with pagan religion, and was a period of riot 
and barbaric sacrifice. The Church tried very early to suppress these 
revels, but later decided that the theory of substitution was better, and 
miracle plays and religious music were given to the people. Carols and 
mystery plays were two important steps in the popularizing of religion, 
and are sometimes related in treatment. 

Although some of the early carols may be traced to given authors, 
most of them are traditional. They are found in several slightly dif' 
ferent versions; sometimes stanzas are added or omitted or misplaced; 
sometimes the sense is confused by forgetfulness, or misunderstanding 
or faulty hearing; sometimes whole lines or groups of lines are lost 


except their rhyme'schemes, which often are filled out with quite a dif' 
ferent meaning. These changes are caused by their being handed down 
from mouth to mouth over a long period of time. All the early carols 
had the story of the birth of Christ, but after the Reformation more 
importance was put on Christmas mirth and jollity. During the 
eighteenth and nineteenth centuries many carols were republished in 
broadsheets, and recently many authors have copied old carols and have 
constructed others in a newer style. 

But in the characteristics of carols, we are reminded of another 
form of verse. Many of them have all the characteristics of the ballad. 
While they are traditional, it is true that most of them were originated 
by the Church and changed by the people. Some, such as "Tomorrow 
Shall Be My Dancing Day," were folk'songs made into carols. Ballads 
and carols, of course, were both made to be sung, and the oldest carols 
are of the greatest simplicity. 

Ballads have a rhyme'scheme more or less rigidly adhered to, while 
the forms of carols are less limited. However, there are many carols 
which follow exactly the rhyme'Scheme of ballads. Very often the 
rhyme is faulty, or diversified, or internal rhyme is found. 

They show the preternatural influence in the marvelous appearance 
of the angels, and the speech of the animals, which is continued to this 
day. This is what they say, according to a medieval writer: 
The cock — "Christus natus est." 
The raven — "Quando?" 
The cow — "Hac nocte." 
The ox — "Ubi?'' 
The sheep — "Bethlehem." 
There is much repetition, including that of Latin or English phrases, 
or both intermingled, as the word nowell, meaning the shout of joy at 
the birth of Christ. 

A very unusual ballad is "The Holy Well," beginning — 
As it fell out one May morning. 
And upon one bright holiday. 
Sweet Jesus as\ed of His dear mother. 
If He might go to play. 

*'To play, to play, sweet Jesus shall go. 
And to play, pray get you gone. 
And let me hear of no complaint. 
At night when you come home." 
So Jesus went out to play, but none of the rich children would 
play with Him, and He went home to tell His mother. She begged 
Him to punish them, but He replied that He had been sent to aid sinful 



Many of the familiar carols we love to sing are ballads. "The First 
J<iowell," "We Three Kings," and ''Good King Wenceslaus." The great' 
est Christmas hymn of all, "O Come All Te Faithful." has many of the 
characteristics of a ballad. 

And finally, let us close by quoting a carol by a lady dear to all 
who know her or who have read her poems. 

A Christmas Folk'Song 

The Little Jesus came to town^ 
The wind blew up, the wind blew down; 
Out in the street the wind was bold; 
T^ow who would shield Him from the cold? 

Then opened wide a stable door, 
Fair were the rushes on the floor; 
The ox put forth a horned head; 
"Come, little Lord, here ma\e Thy bed." 

Up rose the sheep were folded near; 
"Thou Lamb of God, come, enter here." 
He entered there to rush and reed. 
Who was the Lamb of God indeed. 

The little Jesus came to town, 
"With ox and sheep He laid Him down. 
Peace to the byre, peace to the fold. 
For that they housed Him from the cold! 



Yule Fire — Margaret Wilkinson — Macmillan 192? — pages 26, 57, 73, 77, 
122, 126, 128, 143, 164, 168, 186, 193. 

Christmas in Poetry — Carmegie Library School — Association — Wilson 1923 
— page 243. 

Old English Ballads— Gummere, Ginn 1894— page 295. 

The Church Hymnal — numbers 72, 554. 

Ancient English Christmas Carols — Edith Rickert, Chatts and Windus 1914 
— pages 84, 146. 

Margaret Ticknor, Senior Eight. 

"The Li^Kt That Shineth In Darkness" 

^^^^^ LONELY MAN trudged down a deserted street of a big city. The 
night was cold, and the streets were slushy with mehed, dirty snow. 
The man looked away from the ugly pavement and looked up. He 
saw only towering buildings and a dark gray sky. The lights of man's 
city hid the light of God's stars. The man half- consciously turned his 
collar up and then jammed his hands in his topcoat pockets. Could this 
night be the eve before Christmas? Christmas — the time when every 
thing should be beautiful. Christmas — the time when all the world 
should outwardly manifest its joy over the anniversary of the birth of 
its Savior. 

"And here is a world," said the man to himself, as he walked 
along, "ugly and damp, cold, unresponsive. And here is a city with 
thousands upon thousands of people not realizing the miracle of the 
birth of the Shepherd of mankind." And in his heart he blamed the 

Out of one of the buildings a woman came. It was Christmas eve, 
so the man took the liberty of bidding her, partly as a matter of habit, 
"Merry Christmas!" 

"Merry!" cried the woman. "Yes, for you. But in that building 
my child lies dying, and you bid me a merry Christmas!" 

The man was surprised. He had not expected any reply like that. 
He helped the woman down a curb. 

"Thank you," she said. The man felt that he should say some- 

"I'm sorry about your child. It seems to me that death should not 
— could not — possibly occur on the eve of Christmas. There should be 
birth — birth of life, of better ideas and ideals — not death." 

The woman felt a kinship to this man. Then she told him of her 
child; how this was the time of the crisis, and how she was not allowed 
to go near her own child, how the strain was wearing her down physi- 
cally and mentally. 

"But what are you — may I ask where you are going now?" the 
man queried. 

"To the Cathedral," she said simply. Then they were there. The 
man walked into the church with the woman. They sat in the back. 

The priest was talking in a soft, inspired voice. "In a manger in 
the crowded, and perhaps evil, town of Bethlehem in Judea, the Child 
Jesus was brought forth. The place had been ugly, but His presence 
made it more beautiful than any place in the world. There was sin in 
the country 'round, but He purified the very atmosphere. He was the 
Son of God, and God is everywhere. He was the Light of the world." 



"Joy to the world the Lord is come!" sang the choir. 

The man and the woman left the warm mellowlighted church and 
proceeded together down the street in the direction from whence they 
had come. They were silent until the woman reached the building 
where she lived. 

Then, "I \now my child is better," she said. "His presence has 
purified the place. Good night!" She disappeared into the blackness 
of the doorway. 

"Faith," quoted the man thoughtfully, "the evidence of things not 

He continued down the street. A light snow was falling now; 
three small boys passed him chattering. The world was beautiful to 
the man now, and its people were good. In his heart he blamed no man. 

Anna E. Bagwell, Junior One. 



Penetrating warmth. 
Colossal anticipation. 
Mildewed, yet 
Refreshing customs; 
Segregation — 
Superfluous secrecy. 
Incorrigible curiosity. 


Spiritual reanimation. 
Ineffable contemplation. 
Transitory, yet 
Soothing chimes, 
"Wholeness — 
Unrestrained adoration, 
Peaceful worship. 


Dorothy Hays, Senior Five. 

Christinas Recollections 

At this time of the year our thoughts turn to Christmas and all 
that goes with it. They may also go back to the time when Santa 
Claus and fairies were "honest and truly" people. Can you remember 
the secret conferences that were carried on, the mysterious packages 
that came into the house, and the mysterious way the older people 
stopped talking when you entered the room? 

When I was very small, I delighted in going shopping with the 
older people. They complained of the rush and the trouble that Christ' 
mas was, but to me it was all wonderful. Being pushed and pulled 
meant nothing when there were the lovely toys to be seen in the toy 
department. Then, too, Santa Claus, who very kindly consented to see 
the children, was sure to have a gift for the little girl or boy who had 
been good. The odd thing about this person was that he seemed to be 
everywhere at once. I think a law should be passed limiting the num' 
ber of St. Nicks. It would save small children from trying to figure out 
how many brothers he had. 

Even though my behef in Santa is a thing of the past, I still look 
eagerly forward to Yuletide. I am as much interested in it today as I 
ever was. I have my own shopping to do, my part in the planning of 
how the holiday is to be spent, and play Santa by trimming the tree, 
yet I enjoy it more than ever. I hope I shall always have the Christmas 
feeling, no matter what happens. 

Anna Rischka 


What am I? 

1 hardly \now. 

Or into what I'm going to grow. 

But I \now what I'd li\e to he 

If I could pic\ out my own me. 

A slim, silver sliver of the moon, 

"Whose life is beauty, 

"Whose death is soon. 

I'd slip from the moon and I'd silently float. 

With my silver nose and my silver throat. 

Mary Louise ZscHmscHE. 



[Into the class of Senior Two. 

Miss Crabtree brought a fairy crew. 

The queen of the fairies held her wand. 

And led us all into fairyland. 

For only one hour we could stay. 

And one little wish was our only pay. 

So we each made a wish (for we all wanted to go) 

Some of our wishes you may see below."} 

To he for an hour — a wild rose, 
"With the delicate pin\ness that is her very soul. 
And offer up my honey on a roscwhite altar 
To scarlet butterflies. 

Gertrude Rosen. 

I'd li\e to he an actress 

And live the lives of many. 

One day a queen, and then a maid, 

And then a heggar without a penny. 

Oh! the gorgeous gowns I'd wear, 

From head to foot in lace or fur. 

Huge headresses will he my crown. 

And upon all the people I'd loo\ down 

Who sat in the audience place 

And admired my poise and grace. 

I would ma\e people laugh or cry. 

And sometimes ma\e believe I'd die. 

Then I could wa\e all over again. 

And this time he the ^ueen of Spain. 

My pages would all bow to me; 

I'd live a life of ecstasy! 

This is only a wish, you see. 

And so I must come bac\ and be just me. 

Fannie Levin. 

I'd li\e to he a brownie. 
Go hopping through the leaves. 
And step upon the mushrooms, 
And play beneath the trees. 

I'd li\e to wander in the woods. 
And play with others, too. 
I'd li\e to find the fairy hood. 
Be of the fairy crew. 

Rosamond Mortimer. 



I should li\e 

To he a tree. 

To lift my branches 

High into the air; 

To watch the silvery birds 

In their flight. 

To see the shining stars, 

And almost touch them; 

To be swayed bac\ and forth 

By the breath of the wind. 

Mildred Fine. 

To Be a Little Girl Again 

rd li\e to be a little girl again, 
And jump and romp and play again. 
Td li\e to ta\e my fairy boo\. 
And scan the fairy's favorite noo\. 
See castles high, with towers gray, 
Against the span of baby blue; 
Or perhaps their homes in woods, 
"With apple seeds for cushions spread. 
The deep'piled velvet underfoot, 
Keeps fairy feet from undue hurt. 
Just to live a fairy life. 
And be a little girl again! 

F. Sinker. 

cNovemter Trees 

I wal\ between columns of high trees. 
That ma\e me want to bend upon my \nees 
And worship their tall, silent aloofness, 
Their blac\ straightness that to me is loveliness. 

They are such proud, pathetic, unadorned old men. 
Awaiting resurrection — new life again. 
Their gentle, bony hands seem on my head, 
T^ot envying my youth, but promising instead. 

Of laughing, singing, shining, crimson, gold. 
The gentle, sure serenity of being old — quite old. 

Mary Louise Zschiesche. 


What wordless pain 

To hear the low murmur of pines 

Beside a moon-swept la\e; 

To hear the tempest's roar 

And feel the rain; 

To view the hurst of dawn 

From some lovely 


To live through a fragrant, flowery 

Summer day, 

"Watching barest wisps of cloud 

S\im high above 

To see the s\ies 

All glorious with setting sun. 

And dusk descend — silent, soothing; 

Its breezes soft, caressing. 

To feel the stars 

And deep blue night; 

Then to tread, an Autumn day. 

Deserted paths; 

Leaves crac\ling underfoot. 

To feel the tang of Autumn air; 

Crisp and cool. 

The lure of distant smo\y hills — 

The urge to go. 

To live all this 

And be inarticulatel 

Lillian Ernst 


To My Friend, the Steam Shovel 

I love the blow of whistles 
On ships going out to sea. 
But yon grey filthy monster, 
I have no love for thee. 

I hate your constant shrie\ing, 
Groaning, puffing and crashes. 
I hate your terrible clan\ing, 
And your nasty flying ashes. 

Tou may thin\ you have talent. 
And do wondrous wor\ for me. 
But I cant thin\ of you as gallant, 
I'd sooner let you be. 

I loathe the grinding of your chain, 
Tou distract me now and then; 
But then, old scout, you're not to blame, 
'Cause you were made by men. 

E. Lassell Rittenhouse. 

"Odes" to a Steam Shovel 

(On York Road) 
It is a monster, 
A giant monster; 
It snorts and grins and spits fire. 
It seems to be hewing its lips. 
As it gulps huge mouthfuls 
Of men! 

V/or\men! All sacrificed 
To the insatiable appetite 
Of a machine. 

S. K. C, Senior Seven. 

In Self'Defense 

Tou call me a monster. 

Selfish gormand, grasping, 

A dragon breathing fire and smo\e. 

I am a thing of man; 

I do his wor\. 

Where I have been 

T^ew beauty comes; 

A reaching road. 

Progress, dear homes. 

C. C. L., Senior Seven. 


To a Steel Magnate s Daughter 

Your beauty is a lily, 
A delicate lily, a fragrant lily. 
Soft as the summer night. 
Fragrant as summer incense. 

A lily 

Bending in the breeze, tender, quiet, 

A breeze you do not understand. 

How many dar\ souls 
Ploughed with suffering 
In a steel mill 
Have made the soil rich 
"Where you flower? 

Always the winds 
Are not so \ind. 

Catherine C. Carroll, Junior One. 

This poem was awarded honorable mention in "Tlie Current Lit' 
erature Contest." 

TKe Cathedral 

In the Middle Ages men built cathedrals. 
They built them to the glory of God. 
But they also built for the future — for us. 

We are building the cathedral of civilization. 

We may glorify God by ma\ing it possible for others in the future to 

praise Him. 
We are glad that their wor\ will be better than ours. 

Each one of us will ma\e a change in the cathedral. 
We each may do what no one else can do. 

We must care, not for gold nor praise, but for the beauty of the 

Why must we hate others, when they are ma\ing the cathedral, too? 

We must help the lesS'\nowing ones. 

We must \eep anyone from tearing it doum. 


18 THE row ER LIGHT 

There must have been people in the past who huilt it wrongly. 

But we have no right to destroy their wor\. 

We are not doing perfect worh, ourselves. 

But we hate for others to hurt what we have done. 

Teachers help others ma\e the stones of the cathedral square and straight 

and level. 
Thereby they ma\e their own more beautiful. 
But it is hard not to help too much, 
And it is the greatest thing in the world to do. 

It is hard to build the cathedral. 
But it is the greatest wor\ there is. 

Margaret Ticknor. 


We Offer Thanks! 

Frosty nights, chilly nights, 

Corn stal\s withered and brown; 

Hills of fire and scarlet; 

A partridge drumming a drowsy tune. 

Behind the ridge a fox bar\s 

Out of this Klew Hampshire peace. 

A Harvest Moon rises 

Over closed stockade gates. 

Adding to its contentment. 

A voice is heard. 

"For these we offer than\s." 

The voice carries — 

Awa\es a nation. 

Each year we offer than\s. 

Because — 

The harvest is richer 

In happiness, 

In material prosperity. 

In the joy of living. 

And so — 

We bow our heads 

In prayer — 

In than\s. 

Amie Belle Duwall, Senior Ten. 

^adio cMusic 

I recline comfortably in my armchair; 

The smo\e from my pipe moves lazily upward. 

And at my feet, Ted, my dog. 

Snuggling close, dreams peacefully. 

From over the ether lanes comes music — 

The music of many lands; 

And on a magic carpet. 

Drawn by a hundred winged elves, 

I sail out into the night. 

I hear the clac\ of castanets; 
And dar\-eyed Senoritas tell me 
"This is Spain." 

Lo! My fairy guides move swiftly. 

E'er I \now what I'm about 

The lilting strains of a waltz fall upon my ears. 

I am in gay Vienna. 

7<leither seas, nor mountains, nor deserts. 
Halt my magic flight. 
Far above the moonlit clouds I sail; 
M^' elfin escort hears me onward. 

I hear the quaint, exotic notes of a Japanese love song; 
I am in a J^ippon garden. 

Lanterns glow dimly, and the tin\le of a fountain 
Fills my ears. 

But I must haste on; 

For e'er long the moon will set. 

And my fairy company will he no more. 

On wings of silver they bear me through the night; 

The golden moonbeams scintillate on the waters below me. 

There comes to me now the stirring, ^/et sweet, sound 

Of Maryland, My Maryland. 

These waters are the Chesapea\e, and I am home once more. 

John H. Fischer. 



Published monthly by the students of the Maryland State 
7-lormal School at Towson 


Evelyn Schaeffer 

Ethel Ford 
Louise Duer 

JuLL\ Cascio 
Sylvl\ Rosenberg 

Mary Hanley 


Jerome Denaberg 

LiLLL\N Scott 

Typing Staff 
Anna Rischka 

Business Manager 
Samuel Agree 


Edward Goldstein 

Ida Rosen 
Allene Priutt 

Circulation Managers 
Virginl\ McCauley Dorothy Fleetwood 

Advertising Staff 
Esther Benesch Thomas Henry Helen Patz 

Frieda Ruthka Nettie Eisenberg 

$1.50 Per Tear 20 Cents Per Copy 

qA. Real Be|,innin^ Towards Peace 

j£_ HE LEADERS of great nations are striving for peace. The horror, the 
awfulness, the utter futiHty of war is apparent. Perhaps the most con' 
vincing evidence of such a trend in thought is the recent meeting of 
Premier MacDonald and President Hoover to confer on disarmament. 
But are such meetings valuable beyond a gesture of international good- 
will? They are dazzling and awe-inspiring, but perhaps really transient 
in their benefits. Is anything done to carry over into the daily lives of 
the populace the ideals voiced at the conference? 

The real work toward peace depends upon the schools. Need we 
have a program of disarmament? How much better would be a program 
of unarmament from kindergarten through high school; definite work to 
build a feeling of respect and fair play towards other nations. 




Someone has said, "Women do not need rights; they need only- 
use their power." Our having a woman president soon is doubtful. 
But I have seen a kindergarten teacher do in a quiet, sincere, deeply 
thrilling way, a bit of work toward world peace that makes one won' 
der whether being president could accomplish much more. 

It was Armistice Day. One child said, "Armistice Day means not 
to fight." The song to the flag was sung, because the flag tells us to be 
"good and kind and brave." The Bible passage was the verse that be' 
gins, "Praise the Lord, all ye nations." Then the bell rang at eleven 
o'clock, and the teacher led the children in a short prayer. After the 
prayer some very attractive pictures of children of all nations were 
shown. The idea that people are fundamentally alike was stressed by 
the interesting little verses under the pictures. No idea that other races 
have "ways that are dark and ways that are strange" was evident. The 
entire program was intended to establish two ideas — that America is 
made up of all nations and that friendship between nations is good. 

Is it too much to hope that such a program, believed in and worked 
for by every teacher from kindergarten to high school will banish war? 

Esther Miller, Senior One. 

TKis Thin^ Happiness 

By Max S. Wolfe 

^/f HERE WERE few men who had more reason to be contented that 
Robert Mason, movie magnate. A large income, good health and a fine 
home should have been enough to keep him satisfied with life in general. 

Yet the elderly head of the Mason Pictures Corporation was far 
from being happy. Indeed, he was miserable. Everything was as it 
should have been. Nothing whatever had gone wrong. He, in his 
heart of hearts, could not understand the cause of his unrest, but he 
was not complacent. Something was missing, and he knew not what 
it was. 

The making of movies was his pleasure, as well as a profitable busi' 
ness. He had a yearning to take actual part in some of his productions, 
but natural limitations would not permit. He satisfied himself with gar' 
nering in the profits derived from the talents of others. 

Not always had he been wealthy. It wasn't so long ago when he 
was but a hand'laboring shoe cobbler. Many hours he spent at the 
last, hammering pegs, cutting leather, sewing shoes, from early mom' 
ing until almost midnight. Callouses grew on his fingers; in his mus' 
cles there was a perpetual ache. 

One fine day Dame Fortune smiled, nay, she laughed with him. A 
dying relative, a will, and the rest. He left his laborious trade and 
became one of the idle rich. 

A life of labor had put its stamp on him. He thought of increas- 
ing his wealth; so when the moving picture industry was in its infancy, 
he saw its potential possibilities, and formed what was to become one of 
the greatest concerns in the business. 

For a little while he had been content. Everything his heart 
desired he had or could get. He really believed that his wealth could 
keep him from worry of any kind forever. 

How soon, though, he was disillusioned. There crept into his heart 
a thief in the night. Slowly he began to analyze various factors of life. 
Things which had seemed excellent began to show flaws. People who 
had seemed friends were soon found to be friends, yes, but of his 
money. For him they cared not a whit. 

Now, he endeavored to find a way in which to gain real happiness. 

Riding in his private car, he sat for hours in deep study. Those 
near him thought he was pondering ways to further increase his worldly 
goods. They thought their chief to be happy. What had he to cause 
him any grief? Nothing, so far as they could see. He was rich; there- 
fore he must be content, reasoned they. 



His mind was trying to pierce the veil of despair. Beyond there 
was a solution. Once that was done and followed out, no matter what 
it meant, Robert Mason would cease thinking. But not before then. 

He arrived at the little town where his company was filming a pic 
ture. Here he had come to get some rest from his humdrum existence. 

Somehow, he thought that something would suggest itself at this 
quiet spot. 

Conditions were excellent. The sun shone brightly. The scenery 
was appropriate to their needs. The players worked with enthusiasm, 
and the scenes were nearing completion. 

Mason was watching the work from a chair back of the cameras. 
Someone tapped him on the shoulder. He ignored the summons. That 
someone tapped more vigorously. He turned and saw a most miserable 
looking male human. 

There was not a clean spot visible on the man's face or clothing. 
His coat and hat were torn, but not much more than the rest of his 
scanty apparel. A week's growth of beard had accumulated on a face 
that perhaps had not felt a drop of water in weeks. In polite circles, 
he would have been termed a tramp. More commonly, he was known 
as a "bum." 

From behind the beard came a voice, which asked, "Say buddy, 
got a match?" 

As he stopped, someone ordered the stranger to move on. Mason, 
for some reason, asked him to stay. 

He gave the unkempt man a box of matches. A broad grin ilium' 
inated the features back of the hairy growth, and the man again spoke, 
"Thank you," he said. "Now me and my pards can have some mulligan 
stew. We got potatoes from one farm, a "kittle" from a store, and 
some beef from a smokehouse. Now we got a match, and we gonna 
have some stew. Whoopee! Say, whadda you say to joining us? 
We've got enough for you, too. Come on! You'll have to gobble from 
a tin can, but we are not sticklers for etiquette. When you are hun' 
gry, you want to eat, not show off." 

Here was something out of the ordinary, thought Mason. To eat 
with some Knights of the Road out of a tin can. He thought for a 
moment, and joined the man. After a little walk they found two other 
gentlemen of much leisure sunning thenjselves and awaiting the return 
of the "heat bringer." 

With the camaderie of the road, the two others did not think it 
unusual for a dignified, well dressed man to have "dinner" with them. 
One rinsed four tin cans in a nearby stream. A kettle, supported by 


sticks, was placed over a fire. It was slightly leaky, but that was speedily 
fixed with some moist earth. 

Some of the actors had followed their chief, and were looking, 
mouths agape, at the very strange sight. Their boss, a man who could 
buy a chain of restaurants and hotels with little thought, was eating 
half'cooked beef stew from a slightly rusty tin can. He was seated on 
a tree stump near three hoboes. 

It had been a long time, thought Mason, since he had had such a 
fine time. Here he didn't need to pretend. Here he was a man, slightly 
hungry, and invited to dine. The correct knife or fork, napkins or other 
usages of polite society were the least of his thoughts. 

He had found the way in which he could be happy. He could be 
content as a bum, or as you might have it, a tramp. 

The meal finished, he rose and proffered a bank note. To his sur- 
prise, the men seemed insulted, and then they assured him that he had 
been their guest. They couldn't think of accepting pay for the repast. 
But, of course, if he insisted and wished to aid them along the thorny 
path of life; why, they might consider taking it. 

He arrived soon after at his town house. He debated with him- 
self the idea which he had conceived on the long trip back. 

Here, he argued, he was not happy. He had already accumulated 
enough money to keep him the rest of his days. He had no one to 
take care of, so his disappearance would not cause any real harm. 

Out there he could do as he please; go where his fancy dictated, 
up in the morning, no business worries before him, no meetings, con- 
ferences or arguments would confront him, the sun overhead, his feet 
on the road to everywhere. Free and happy; contented forever he 
would be. 

It was settled then. He would join the ranks of the wanderers. 
He would be a hobo. Yes, but a happy hobo. 

Cleverly he managed the transfer of his interest to a trustee, who 
didn't notice anything extraordinary. The reins of the huge concern 
he turned over to his subordinates, with the excuse that he was to take 
an extended vacation. 

But his face? Wherever he might go, his anxious friends would 
be able to find him by that. Ah, that too, was thought of. 

There was a skillful surgeon who was willing to listen to reason 
and forget immediately afterward. He changed the nose of Robert 
Mason, who was under the influence of ether. A skillful hand guiding 
a scalpel here and there changed the lines of the face. A sharp needle 


grafted much hair in the eyebrows. A bone remodeled in the chin 
completed the work. 

Robert Mason was gone as far as his features were concerned. The 
same heart and feeling was beneath, but the face was that of an entirely 
different man. No one would ever be able to recognize him. He had 
vanished under the surgeon's knife. 

Recovered, he gathered a few belongings and started out. The 
surgeon would send him sums of money at his request. Money for his 
own needs? No, money for aid in good deeds and worthy charities. 

The farmer who heeded his plea for a bit of food and a drink of 
water was astounded to find a sum of money under a plate, with a bit 
of paper on which was written, "A happy man appreciates your char' 
itable heart." The poor orphans, the bewildered widow left with an 
aching heart and despair at the thought of facing a cruel world alone, 
the young man anxious to carry on his education, the young woman in 
dire straits, the man who had sinned but who wanted to begin all over; 
each in a mysterious manner received just enough to do the worthwhile 
things he desired, and each read the only message he ever received from 
his unknown friend, "To make you happy is the wish of a happy man." 

From town to town, from country to country, roams this vagabond 
He makes happy faces, light and cheerful hearts, instead of gloomy, de' 
spairing mortals. These are the handiwork of a happy rover, formerly 
cold'blooded moneymaker Mason. 

Panama Via tKe West Indies 

j£_j£AST April, during the Easter holidays, I went to New York to 
apply for a job on one of the United States' Army Transports. 
The secretary to the general superintendent was a good friend of mine, 
and promised me she would wire me if an opportunity for a trip pre 
sented itself. I thanked her, returned home, and forgot about it. 

On June 4th I received a telegram stating that two positions as 
bellboys were open on the U. S. A. T. Cambria, which was leaving for 
Panama June 6th. I wired a reply, saying that I would call at her 
house June 5 th. Misunderstanding my poorly worded message, she told 
the steward that we were unable to come; to cancel the jobs. This was 
the state of affairs when we arrived. (I went with a friend from Hop' 

Imagine our surprise! We passed through a stage of greater dis' 
tress than I can make clear, but, thanks to political manipulations, we 
received the jobs. 


We found in our quarters three other college boys, two fine fellows 
from Oglethorpe University and an excellent companionable chap from 
North Carolina State University. We all became fast friends. 

On June 6th, the Cambria, a twenty thousand-ton passenger boat, 
carrying commissioned United States officers and their families, non- 
commissioned officers and their families, and ordinary troopiers without 
their families, set sail for Porto Rica and Panama. The ship's purpose 
was to take newly enlisted troopers and officers of the U. S. A. For- 
eign Service to Porto Rica or Panama for a term of three years and to 
bring to the United States those soldiers who had served their three 
years or were on furlough. 

Well, here we were sailing. Would I get seasick? Were the 
meals good? Would the work be hard? What would I see? All these 
questions continually appeared in my mind; however, they were soon 
answered. I did not get seasick, the meals were excellent, and the work 
was too easy; that is, for the first week. 

Now just what were my duties? I was to be on watch from 6 
A. M. until 10 A. M. and from 2 P. M. until 6 P. M. The rest of 
the time was my own, to be spent as I pleased. My ''labor" consisted 
of sitting before a bell board and answering the room calls. I polished 
brass and swept the alleyways to pass the time away. 

The time elapsing between 10 A. M. and 2 P. M. I spent washing 
my soiled linen, or watching the white-capped waves as they gracefully 
climbed the sides of the ship, or chatting with the talkative troopers. 
After six o'clock I would take a bath, box with some of the crew, and 
at eight o'clock be ready for the evening moving pictures on the after- 
will deck. 

After four and a half days of calm sailing we passed through the 
tropics to San Juan, Porto Rico. I shall never forget the inspiring 
sight of those brownish green hills looming out of the distant horizon, 
the many-colored ancient Spanish fortress guarding the entrance to the 
bay, and the striking army band that greeted us at the docks, playing 
not the customary patriotic songs, much to our amazement, but a med- 
ley of popular jazz tunes. Add to this a huge crowd of soldiers, Amer- 
ican civilians, pretty native girls, cab drivers and stevedores, who formed 
the reception committee. 

I had never travelled on the sea at all; therefore, it was exceedingly 
bhssful to feel solid ground under my feet after having been on water 
only four and a half days. Armed with cameras and films, my cabin 
mates and I set out to explore San Juan. When we returned, four 
hours later, we had pictures of the ancient Spanish fortress, the various 
old and new office buildings, churches and typical tropical homes. Need- 


less to say we had snapshots of a few of the pretty native maidens, who 
willingly posed for us. 

We remained in San Juan for two days, and at one o'clock of the 
last pulled anchor, tooted our sirens in farewell, and were off for Colon, 
Panama. We sailed along the Porto Rican coast for approximately six 
hours, until it faded in the hori2;on. Three and a half days later we 
reached Colon, which is on the eastern side of the Panama Canal. We 
docked here for four hours, and then started through the Panama Canal, 
an event to which we had all eagerly looked forward. 

It was seven miles from the Caribbean breakwaters to the entrance 
of the Gatun Locks. At this point we were lifted eightyfive feet to 
the level of the Isthmus Lake. The ponderous double gates at the 
outer end of the lock swung open, and the stately Cambria, taken in 
tow by four electric engines ("Iron Mules"), was guided into the lock 
chamber. The big gates closed, and the water began to bubble up 
through the many holes in the bottom of the chamber. This process 
took exactly five minutes. In this manner we passed through the second 
and third chambers into the lake. 

Here we were afforded a rare opportunity. Up until now we had 
been given only salt water for our shower baths, but since the lake con' 
tained fresh water, the tanks were replenished with it. 

We sailed through the broad channel of the lakes for a distance 
of thirtytwo miles. The dense tropical shrubbery and trees, the screech' 
ing of parrots and monkeys, and the beautiful scenery were indeed 
thrilling. We passed Culebra Cut, the remarkable engineering feat, 
and saw on one of its huge rocky sides a bronze plaque to commem' 
orate its famous chief engineer, G. W. Goethals. After passing through 
the single thirtyfoot lock of Pedro Miguel, we were lowered again 
fifty 'five feet to the level of the Pacific by means of the Miralores Locks. 
In less than an hour we reached our terminal point, Balboa, which is a 
few miles from Panama City. 

It was at Panama City that we saw evidences of real Spanish life. 
I was somewhat disappointed in the maidens. They did not have bril' 
liant combs in their hair (there sometimes were flowers), nor did they 
wear brilliant colored Spanish shawls. Oh! the pity of disillusioned 
youth! However, almost every yard contained a cocoanut clustered at 
the top of the tall, meager'foliaged trees. Old women, smoking pipes, 
peddled tropical fruits, peanuts, monkeys and parrots. The quiet, peace' 
ful atmosphere of the city during the day gave way to a wild, intoxi' 
cated, "ja2;2;'cra2;ed" mob of revellers at night. Panama City is a quaint 
and interesting place to visit in the day, but a fine place to stay away 
from at night. 


We spent three days here, and then moved back to Colon. The 
two days here were devoted to taking on troopers and freight. I met 
new and interesting personaHties among the new boat'load of troopers, 
many of whom related their amazing and pitiful experiences in the 
disease-ridden jungles of Panama. 

Seven days later we arrived in the good old U. S. A., after an 
absence of twenty-three days. I found that I had gained little money, 
but the experiences were priceless. I made many friends, travelled 
nearly five thousand miles, but I doubt whether I shall ever fully for- 
give my good friend for leaving open the porthole at sea one night and 
almost drowning us by the great influx of water. 

P. Aaronsen. 

A "WKo's WKo" I Know 

E. Lassell Rittenhouse 

Jlj ROM THE "Who's Who in America," 1928-29, we find: 

Childers, James Saxon, writer; b. Birmingham, Ala., April 19, 1899; 
a. Hayden Prior and Pattie Undine (Goldwire) C; grad. Central High 
School, Birmingham, 1916; B. A. Oberlin College, 1920; Rhodes Scholar 
from Alabama, Oxford U., B. A. 1923, M. A. 1927; unmarried. Prof. 
Enghsh, Birmingham Southern College since 1925; columnist for Birm. 
News. Served in Naval Air Force as pilot, 1918, Mem. Alpha Tau 
Omega. Episcopalian. Mason. Club: Birmingham Athletic. Author: 
The Uneducated Poets, 1925; Prose Tales of Mother Goose, 1925; Rob- 
ert Mc Alpine, a Biography, 1926; Laurel and Straw, 1927. Home: 
1300 N. 31st St., Birmingham, Ala. 

I entered the study of Mr. Childers and encountered a most attrac- 
tive young man, dark, sleek hair, deep-set eyes, and an extremely boyish 
countenance. This was one of Birmingham's idols, ''Jimmy," the writer, 
and English "Prof" at Birmingham Southern. He was very cordial and 
showed me his interesting and fascinating collections of books. He is 
said to have one of the finest collections of "first editions" and rare 
books owned by anyone in that section of the country. To one who is 
attracted by books. Mr. Childers' study is enchanting. There are rows 
upon rows of books all about the room. In one of the spaces where 
there are no books he has two oars which he used in two races at Oxford 
University. He holds no small place in the heart of an athlete. 

As a boy Mr. Childers played in the streets of Birmingham, Ala. 
He graduated from the Central High School and attended Oberlin Col- 


lege, where he took both scholastic and athletic honors. He was chosen 
a Rhodes Scholar from Alabama, went to England and spent four 
years at Oxford. Oxford's method of study appeals to me greatly. 
Mr. Childers spent six months in. the study of books and six months 
traveling in various parts of Europe. This is done alternately through' 
out the four years. While at Oxford he made a record in tennis, rugby, 
swimming, and his work on the rowing crew. His book, "Laurel and 
Straw," gives a most interesting insight into the real Oxford life. One 
does not soon forget his vivid description of the race on the Thames. 

Mr. Childers is a columnist for a Birmingham paper, conducting a 
column, "By the Way." In July, 1928, he took a trip around the 
world, continuing his column during his travels. He spent most of his 
time in the East, but had cholera while in China, and was in the hos' 
pital. This hastened his return home to take treatment at Johns Hop' 

His last book is "Hilltop in the Rain," which is an interesting por' 
trayal of young Morgan Henley, who married on the hopes of what the 
royalties would bring from his first book. To make ends meet he be' 
comes a professor of English. Besides the struggles and adventures of 
Morgan Henley, there is a startling viewpoint of education in the South, 
discussing the State law which demands summer school work from the 
rural teachers, at a tremendous sacrifice on their part, bringing forth a 
remarkable contrast" to our teaching and training facilities in Maryland. 

Mr. Childers is now writing a travel book which will be published 
some time next year. He has a mystery story, to be released in Janu' 
ary, 1930, in which I have no little interest. There is also promise of 
another novel to be published some time in 1930. 

Briefly I have sketched this most interesting life. I have learned 
this since I met Mr. Childers. I am the proud owner of a copy of 
"War Birds," which he gave me when I met him, and autographed cop' 
ies of "Laurel and Straw" and "Hilltop in the Rain." My meeting 
him, hearing about him, reading about him, and perusing his novels has 
culminated into one of those things that Briggs appropriately calls "A 
Thrill That Comes Once in a Lifetime." 


Old England in pomp and revelry will live again within our por- 
tals! On Friday, December the twentieth the Earl of Richmond and his 
noble lady will welcome to their castle hall all their vassals and their re 
tainers, all the villagers, mummers, maskers, tumblers, wrestlers and mer' 
rymakers — all who would share the bounty of royal hospitality at this 
great festival of joy and good will. Bury your feuds and forget your 
troubles. Don your best wimples and kirtles. Come with jollity into the 
realm of the Lord of Misrule, where the jesters crack their jokes, the 
dancers crack their heels, and all sober countenances must crack into a 

Glee Club 

At our Armistice Day assembly the Glee Club sang "Lovely Ap- 
pear," by Gounod. The Club's program for December follows: 

1 At the Govans Club Community Singing December 17: 

Jeanette-Isabella. (Old French Carol) (Girls' Glee Club) 
In the Silence of the Night. (Norwegian Carol) (Girls' and 

Men's Glee Club) 
While Shepherds Watched Their Flocks by Night — Praetori' 

us (Girls' Glee Club) 
Cantique de Noel — Adam (Girls' and Men's Glee Club) 

2 For the Christmas Pageant: 

While Shepherds Watched Their Flocks by Night — Praetori- 

us (Girls' Glee Club) 
God Rest Ye Merry, Gentlemen (Men's Glee Club) 


In Assembly, November 18, the orchestra played the selections 
"Longing" and '"Humoresque" from the Tschaikowsky suite. At the 
Govans Club Community Singing, December 17, it will play "Selections 
from the Messiah." 


RicK Opportunities At Normal 

That the faculty and staff are always thinking of our welfare is evi- 
denced by the way they are continually making it possible for those stU' 
dents who will take advantage of the opportunity to see and hear the 
best in the artistic world whether it be drama or music. The dates for 
the remaining concerts by the Philadelphia Symphony Orchestra are Dc' 
cember 11, January 22, and February 19. Five very good tickets have 
been reserved for these. We are to be given the privilege of hearing the 
Philharmonic Orchestra on December 17, January 8, January 29, and 
March 5 if we only will. Here is just the news youVe been waiting for, 
so read carefully! The Theater Guild presents in the near future, dates 
to be announced later, ''The Strange Interlude" and "Wings Over Eu' 
rope." These are two plays you can't afford to miss and still belong to 
that select group who see and hear the best. Twenty tickets have been 
reserved for these occasions at only one dollar each. All tickets procured 
at the Dormitory Office upon request. Do you appreciate these oppor- 
tunities? Then give them your support! 

Back To TKose Good Old Normal Days 


j£^ T was a thrilling experience for everybody in the whole school dur' 
ing the week'Cnd of November ninth. It was "Homecoming." 

On Friday afternoon some of the Alumni returned to Newell Hall 
with the same old smile of last June. It was beginning to be a family 
re'union, but with Saturday came many more. 

On Saturday morning all the new teachers, who had been in the 
field for the past ten weeks met together, with the instructors of Normal 
to give an account of what had taken place and what is taking place 
and to discuss the problems that may confront them in the future. Then 
followed luncheon. 

"All work and no play makes Jack a dull boy." With that in mind 
the Alumni with our students gathered together on the Front Campus 
to show us that they had not forgotten how to play hockey, how to make 
a home run and to carry a soccer ball skillfully down the field. 

But we must include the dance. Music could be heard throughout 
the corridors of the "Ad" Building arousing that deep desire to be on 
the floor immediately. The floor was crowded with happy, smiling faces 
which seemed to say again without speaking a word — 
"In those dear old 7S[ormaI days — 
In those dear old J^omml days 
Free from sorrow, care and strife 
The happiest moments of our life." 

Thus ended the evening. 


New Ideals For Old 

The class of nineteen-thirty is changing an old custom of Normal 
School. Heretofore, the Juniors have worked very hard, decorating 
the graduation platform for the Seniors. Often it rained, and it was no 
joke to climb barbed-wire fences and gather arm loads of wet daisies in' 
fested with all kinds of queer, crawly bugs that immediately deserted 
their former homes for new ones. Our class is overcoming this incon- 
venience as well as improving the appearance of the platform by planting 

First, we shall raise the lattice work at the back of the platform and 
plant white wisteria at either end, training it to spread across the back. 
At the base of the wisteria, there will be creamy weigela, a honeysuckle' 
like flowering bush, that will obscure the woodwork. 

Across the front of the platform, there will be a different type of 
shrubbery. At each end we shall see the tall Kerria Japonica vath its 
bright, yellow globe'shaped flowers as these shrubs are not attractive 
near the ground, lower bushes will nestle almost under them. Cov' 
ered, early in June, with a tiny bell'shaped white flower, the Deut' 
zia, interspersed with that happy, yellow daisy, the Coreopsis, will 
curve around the Japonica and make a brave attempt to stretch from one 
side to the other. However, they will be hindered by the old-fashioned 
bridal wreath or spirea which, as far as I can tell, intends to hold the 
place of honor. 

In this manner, the class of nineteen-thirty will preserve the white 
and gold, in a more lasting way, not only by giving us a more suitable 
background for our own graduation but also providing an ever increasing 
place of beauty for each class in turn. 

Mildred Lee Davis, Sr. 3 

c/lppreciatin^ Heroes 

On November 14, Mr. Minnegan asked the Seniors in their class' 
meeting what they thought of the idea of establishing a fund for the 
benefit of those people who may be seriously injured in any way while 
engaging in athletics here at Normal. Everyone unanimously agreed 
that it would be a very worthy thing to do and when it was announced 
that Victor Herbert's "Madame Modiste" could be had as a theater bene' 
fit to start the fund everybody was still more enthusiastic over it. The 
date for this benefit will be December 9. Come back after the Thanks' 
giving holidays with a full money bag ready to help along this worthy 


Chi AlpKa Sigma Program 

The first regular meeting of the Chi Alpha Sigma was held on No' 
vember eighth at Mt. Royal Inn, 1309 N. Charles Street. The speaker 
of the evening was Dr. Buford Johnson of the Psychology Department 
of the Johns Hopkins University. Dr. Johnson has a nursery school for 
children from three to five years run in connection with her university 
work. Everyone was most interested in her talk which was entitled "The 
Pre-School Child in Relation to Social Progress." Dr. Johnson feels that 
the nursery school may have grown too fast for its own good. One of 
the most pressing problems is in connection with the training of the peo' 
pie who are to work with these young children. Dr. Johnson suggested 
that valuable assistance could be given by girls of Junior High School age 
and training as something best described as a "Mother's Helper." The 
training of the supervisor, or actual teacher of these children, has not 
been successfully worked out yet. The main aim is that these teachers 
should know the method and technique of helping children to learn to 
help themselves. 

Our Hallowe'en Party 

*h! you should have been at the party. "Gee! we had a good 

time." "Wasn't the monkey funny?" "Wasn't Gene's costume origi' 
nal?" These and many other questions and exclamations were heard, 
all up and down the corridors of the "dorms" and the "ad" building, on 

But the monkey wasn't the only thing that was funny and the cos' 
tumes weren't the only things which were original. The curtains on the 
stage were all covered with very ghostly looking objects, and at the side 
of the stage was the "graveyard." Here were the graves of some of our 
best friends and some of our worst enemies. We even found the grave 
of "Mr. Unit" the old fellow who has been frightening some of the Se' 
niors. The witches' well was quite an attraction. Can you imagine 
why? It was full of delicious cider which tasted so good when you were 
real hot after playing some very exciting and enjoyable games. Even 
the Jack'O'lanterns seemed to enjoy our games because they had broad 
smiles on their faces. Then, too, the ears of corn all around the walls 
nodded their approval. 

These people won pri2;es for their costumes: 
First — Mr. Walstine (a monkey). 
Second — Mr. and Mrs. Woelfel (gravcdiggers) 

Alas! when 11.30 came none of us wanted to go to bed because we 
were all so much excited. Why everything was so enjoyable and origi' 
nal that it might have been called "an original party." 

Helen F. Maxell, Jr. 7 


The Mummers' Leag,ue of 1929-30 

The Mummers' League is well under way aiming toward a most 
successful year. We added thirty-five new members of the Junior Class 
to carry on the ideals of the Mummers" League next year. 

Since that beginning, we have accomplished three things. The first 
of these you do not know about for it was a treat for our members. This 
was a welcoming party for the new-comers in our organization. The 
theme of the party was a ''Night in the Bowery" and this theme was 
carried out in the entertainment and refreshments. The other two per- 
formances which we have presented you have seen. The first was our 
presentation at the Hallowe'en party of a weird, ghostlike show devel- 
oped from the idea of a colored mammy's cabin on a Hallowe'en night. 
The last performance was the "Ghost Story" which was termed one of 
the best and most humorous plays given at the school, recently. 

The Mummers' League is planning a full and varied program for 
the rest of the year. We are expecting to present two or three one-act 
plays during the course of the year. We are, also, hoping to present one 
three-act play toward the end of the year, for which admission will be 

E. RoSENBLUM, Secretary. 

cNovember BirtKday Party 

The foyer recently looked like the night before Thanksgiving with 
all the turkeys, pumpkins and other decorations necessary to make a 
Thanksgiving party complete. 

Everyone was down by the time the warning bell had rung, dancing 
began, but not long before someone called out ''Will all the birthday peo- 
ple come this way?" 

Soon they returned with various shaped caps. It was beginning to 
be a real party. 

By this time it was time for the last bell — Gong! Gong! went its 
voice throughout the "dorm". 

The dining room doors swung open, the tables were charmingly dec- 
orated with baskets, flowers and appropriate napkins. 

After dinner games were played which everyone enjoyed im- 

But, there is something most important that we cannot forget. In 
the background there was the most attractive table with a large, round, 
smiHng faced pumpkin. After all the other people had gone to their 
rooms we were served with coffee and delicious pumpkin pie. 


Original Stories 

Suggested by pictures used during story period. 

Once upon a time there were three little fairies. These fairies went 
out one day. They ran around and around, and saw something big and 
orange. It had a green stem to it. It had a mouth and eyes and a nose. 
It had something in it. They got real close. It was a Jack'O'Lantern. 
The lid fell off, and the fire burnt the grass, and the fire engine came and 
put it out. Lindsay Stevenson 

Once there was a big black cat. He lived on the curb. One day he 
was walking along the curb and spied a house. No one was there. He 
peeped in — no one was there. He went in — no one was there. He lit a 
fire. Soon, a mother and three kittens came in. He said "Do you want 
a home here?" They said "Yes, yes, yes, yes". There was plenty of 
food. They had supper. They went into the garden, — no one was 
there, — only a grasshopper. They had found a home. 

Frances Blackburn 

Once there was a little squirrel. This little squirrel lived in a nice 
house. It was a nice squirrel home. The tree was not cut down. The 
vAnd blew, but the squirrel did not care. He was nice and warm in his 
little house. Jeanne Olney 

Once there was a little squirrel. He lived under the ground. It got 
too dark one night, so he climbed a tree, and then down he fell and dead 
lie went. Billy McGrath 

Campus First Grade Poetry 

Get on your scooter 
And go to school. 
Dont he late. 
It's against the rule. 


Our Hallowe'en Song 

It's Hallo we en night. 

It's pump\ins' night. 

It's witches' night. 

It's witches' night. 

"When goblins come around. 

When they all go through town. 




We are the Vi\ings hold 
We sail the sea, 
We harry the coast 
We go to distant lands 
We are the Vi\ings hold! 

Our swords do bite 
Our shields do hit 
Our dragons fly. 

Sam Cook 


King Harold shall \ill the dragon 
And send it to Ran tonight. 
We shall feast in our own feast hall 
But they shall feast with Rxin. 

Donald Wilson 

The Te Pa Chi of Maryland State Normal School held a delightful 
card party in Richmond Hall Parlor on Tuesday evening, November 
nineteenth, for the purpose of raising money for a lantern and screen 
set for the Elementary School. 

A student teacher gave the following question in a history test: 
Two generals who fought in the Revolutionary war are 

and . 

Following is the way a child in the class answered this question: 
Two generals who fought in the Revolutionary War are dead and 


In our history class we had just finished studying about prehistoric 
man, a new assignment was given in which we were to go back to the 
days of our great, great, grandfather. Hardly had the teacher finished 
the assignment when one of the students called out excitedly, — ''What, 
do you want me to go all the way back to the monkeys?" 


Baltimore's New Market 

By Charles Wolfe 

JL he municipal markets in Baltimore have not materially improved 
in so far as installing modern and sanitary equipment is concerned irrc 
spective of the fact that the people of Baltimore have always had the 
market'going habit and it is commonly known that the percentage of 
people purchasing their food at public markets in Baltimore is far greater 
than it is in any other municipality in the United States. 

With the above facts in mind, a group of Baltimore business and 
professional men arranged to finance and erect the finest and largest pri' 
vately owned retail market in the United States. This market has every 
modern and sanitary convenience and equipment that could be placed in 
this type of an institution. 

Some of the most prominent features in the new North Avenue 
Market are as follows: all meat, dairy, and delicatessen stands are 
equipped with refrigerated display cases; each stand is provided with hot 
and cold water; fans have been installed; the fish department is segre' 
gated in the rear of the building; there are two hundred and fifty 'eight 
stands, selling every kind of food needed by the average housewife. As 
an extra convenience, there are twentyfour stores on North and Mary 
land Avnues which sell other commodities needed in the average home. 
The basement of the market is equipped with a modern refrigeration plant 
as well as a heating plant; it contains one hundred and sixty cold storage 
and dry lockers, and a vegetable cleaning room. The North Avenue 
Market is furnished with a modern incinerator, and the whole building 
is heated in the winter. 

The North Avenue Market Company have provided their automc 
bile patrons a free parking space on Twentieth Street between Oak 
and Maryland Avenues, with several attendants in charge. 

This market is indeed beautiful and is one of the most interesting 
new ventures in the city of Baltimore. Teachers of various schools have 
realized of what educational value this market is and have brought their 
pupils here to visit. One can readily realize the value of the aforemen' 
tioned features to the community. 



^^ ormal's basketball team is gradually rounding into shape. 
Coach Minnegan has, as a nucleus for the team, three members of last 
year's varsity; namely, Aaronson, Peregoy, and Denaburg. Newcomers 
who have shown good form in recent practices are Trupp, Block, Jan- 
sen, Himmelfarb, and Davidson. Mr. Minnegan has prepared a diffi- 
cult assignment, in the form of a schedule, for his basketballers. On the 
basketball court this year, the Profs will encounter mainly college basket- 
ball teams. The first part of the schedule consists of games played away 
from home against first-class college teams. In order to prepare for this 
hard grind Coach Minnegan has arranged a series of practice games wdth 
various independent teams in Baltimore and vicinity. Two of this series 
of games have been played and Normal has been victorious in both. As 
matters look at present. Normal's basketball team should have a great 
season. The schedule for the year is as follows: 
Date Day Place 

December 2 — ^Monday Arundel Boat Club — Baltimore 

December 1 3 — Friday Susquehannocks — Normal 

December 18 — Wednesday . .Catholic University — Washington 

January 10 — Friday Susquehannocks — Normal 

January 1 5 — Wednesday . . Blue Ridge College — Blue Ridge, Md. 

January 24 — Friday Gallaudet College — Washington 

January 25 — Saturday Elizabethtown — Normal 

January 31 — Friday Beacom College — Wilmington, Del. 

February 1 — Saturday Shippensburg T. C. — Pennsylvania 

February 8 — Saturday Gallaudet College — Normal 

February 12 — Wednesday . .Blue Ridge College — Normal 

February 21 — Friday Shippensburg College — Normal 

February 28 — Friday Beacom College — Normal 

Soccer cNews 
Normal Defeats Sparrows Point 
On the North Campus, Normal School met and defeated Sparrows 
Point by a decisive score of 2 to 0. Eddy Goldstein, Normal's diminutive 



outside right, and Nicodemus scored goals for Normal. The teams 
played 30 minute halves. 

Profs Play Well Against Blue Ridge 
Blue Ridge College journeyed to Towson on November 1, and met 
defeat by a score of 2 to 1. The Profs displayed a superior brand of 
soccer. Startt kicked both goals for Normal and displayed all-around 
ability. The game was played in uncomfortable weather conditions. 

Profs Hold Navy Plebes to Tie 

On Wednesday, November 20, Normal's soccer team battled Navy 
Plebes to a l-to-l tie. Darkness halted the contest after two extra pe- 
riods of five minutes each had been played. Navy scored its first goal in 
the first ten minutes of playing. Normal tied the score in the second 
quarter when Startt made good on a penalty shot. This game closed 
Normal's soccer schedule. 

The lineup: 
Plebes Hortnal 

Davenport G Bowers 

Barnum R.B Huff 

Gallery L.B Woolston 

Higam R.H Silbert 

Gamon C.H Brose 

MacDonald L.H Henry 

G. Ferguson O.R Goldstien 

J. Ferguson I.K Nicodemus 

Price G Nichols 

Masterson O.L Startt 

Barclay I.L Peregoy 

Score by periods: 

Plebes 10 0—1 

Hormal 1 0—1 

Time of quarters — 15 minutes. 

Junior Men's Activities 
Various tournaments, with Junior men as participants, are under 
way in the regular physical education period under the supervision of 
Donald Minnegan. These tournaments give the Juniors a knowleJge of 
the major games used on school playgrounds. The speedball and tuuch 
football tournaments have already been completed; and soccer and Amer- 
/can ball, which is a combination of soccer, football, and basketba/1, are 
yet to be played. The four teams competing in the leagues are the 
Weenies, under the leadership of Siedenberg; the Buttercups with Block 


as their captain; the Aggies under the captainship of Trupp, and the 
Pattersons who have Harris for a leader. Captain Siedenberg's Weenies 
were the victors in the speedball tournament, and the Buttercups under 
Block were victorious in touch football. The games were played in a 
sportsmanlike manner and much interest was displayed by all concerned. 
The final standings of the two leagues are as follows: 


W. T. L. Points W. T. L. Poinu 

Weenies 2 1 8 Buttercups 3 9 

Buttercups 2 1 7 Weenies 2 1 7 

Aggies 1 2 5 Aggies 1 2 4 

Pattersons 1 2 4 Pattersons 1 2 4 

Singular Things In Plurals 

We'll begin with a box and the plural is boxes; 

But the plural of ox should be oxen not oxes. 

Then one fowl is goose but two are called geese; 

Tet the plural of moose should never be meese. 

You may find a lone mouse or a whole lot of mice; 

But the plural of house is houses not hice. 

If the plural of man is always called men, 

Why shouldn't the plural of pan be called pen? 

The cow in the plural may be cows or \ine; 

But a bow, if repeated, is never called bine. 

And the plural of vow is vows, not vine; 

And if I spea\ of a foot, and you show me your feet. 

And I give you a boot, would a pair be called beet? 

If one is a tooth and a whole set are teeth, 

"Why shouldn't the plural of booth be called beeth? 

If the singular's this and the plural is these. 

Should the plural of \iss be nic\named \eese? 

Then one may be that, and three would be those. 

Yet hat in the plural would never be hose. 

And the plural of cat is cats not cose. 

We spea\ of brother and also of brethren; 

But though we say mothers, we never say meihren. 

The masculine pronouns are he, his, and him; 

But imagine the feminine — she, shis and shim 

So the English, I thin\ you all will agree. 

Is the most wonderful language you ever did see. 

-k^retl\e Judge 


My idea of a thief is one who puts tin foil between the pages of his 
unit to make it weigh more. 

A first grade boy while being examined was allowed to listen on 
the stethoscope to his heart. 

Doctor: "Bobby, do you hear your tick'tock?" 
Bobby: "What are you talking about, that's static." 

Peg: "Liz, don't you call duck feathers quails?" 

Liz: "No, you fool, quails are birds, but feathers are quills. 

Lady: "Do you take children's photos?" 

Photographer: "Yes, madam, we make a specialty of children's 

Lady: "How much do you charge?" 

Photographer: "Only five dollars a dozen." 

Lady: "Well, I shall have to see you later. I only have eleven 
children." — Lafayette Lyre. 

Some motorists are in such a hurry to get into the next county that 
they go right on into the next world. 

A baby in Prague lived for two months without a brain. Looking 
around us, it is not a record. 

It would be interesting to know how many more people in restau' 
rants would order filet mignon if they were sure of the pronunciation. 

Betty: "My dear, I've just heard the most awful piece of scandal!" 
Alice : "I thought you had. You looked so happy when you came 



At a college examination a professor asked, ''Does the question em' 
barrass you?" 

"Not at all, sir," replied the student; "not at all. It is quite clear. 
It is the answer that bothers me." 

Mrs. Gordon (to husband who is "listening-in" on Sunday even' 
ing) : "Tammas, Tammas, ye mustn't laugh like that on the Sabbath." 

Tammas: "Laugh, wumman! The minister has just announced a 
collection, an' here I am safe at home!" 

"You big bonehead," shouted the construction superintendent to his 
immigrant foreman, "I told you to fire that man and you hit him with 
an ax!" 

"Veil, boss, dose ax, she have sign, Tor Fire Only'." — The Mutual 

Teacher: "Use 'statue' in a sentence." 

Abie: "Ven I came in last night my papa says, 'Statue,' Abie?" 

Recruit: "Shall I mark time with my feet, sir?" 
Lieutenant (sarcastically: "My dear fellow, did you ever hear of 
marking time with your hands?" 

Recruit: "Yes, sir. Clocks do it." 

In a Southern mission Bible school, where the little darkies were 
allowed to choose their own hymns, the favorite hymn we read in Musi' 
cal America, had a chorus ending with the lines: 

"And we'll all swell the harmony in heaven, our home." 
They sang it so often and with so much gusto that the teacher's interest 
was aroused, and she decided to listen instead of helping them. Then 
she understood their partiality; with rapt faces they were voicing their 
belief : 

"And we'll all smell the hominy in heaven, or home." 

10 mills — I cent 10 dimes — 1 dollar 

10 cents — 1 dime 10 dollars — 1 payment 

10 payments — 1 vacuum cleaner, 1 radio, 1 fur coat, 1 set of books, 1 
washing machine, 1 electric refrigerator, and 4 autos. 

A grocer advertised apples and nuts for sale. He put up the sign: 



"What is college bred, pa?" 

Pd (with son in college) : "They make college bred, my boy, from 
the flour of youth and the dough of all ages." — West Point Pointer. 


Mrs. Willikins had just paid the last instalment on a baby carriage. 
"Thank you, madam," said the clerk. "How is the baby getting on 

"Oh he's all right," replied Mrs. Willikins. "He's getting married 
next week." 


A negro employee was being questioned during an investigation 
after a trespasser had been killed when he fell from a moving freight 

"Did you see the man on the train?" 

"Yes, suh." 

"Where was he?" 

"'Bout thutty cabs back from de engine." 

"Where were you?" 

"On de back of de tendah of de engine." 

"What time of night was it?" 

"'Bout leben o'clock." 

"Do you mean to tell me that you saw that man thirty car lengths 
away at eleven o'clock at night?" 

"Yes, suh." 

"How far do you think you can see at night?" 

"'Bout a million miles, I reckon. How fah is it to de moon?" — 
Forbes Magazine. 

Porter: "Miss, yo' train coming?" 

Passenger: "My man, why do you say 'Your train' when you 
know that the train belongs to the company?" 

Porter: "Dunno, Miss. Why do yo' say 'mah man' when yo' 
knows Ah belongs to mah wife?" — Pathfinder. 

Phone, Towson ) 

I 204 

Louis W. Held & Sons, Inc. 
Established in 1868 


Table Delicacies 
Select Meats, Fancy Groceries 

Towson Ba\ery fe? Goodie Shop 

Telephones: Towson 261 and 251 

Wedding Ca\es a Specialty 


spoken by "Jerry" Denaburg 

Passing the teacher's grade in style 

is easy if your clothes 

come from 

^e Klj^ Hub 

". . . of Charles Street" 
. . . and "Jerry" knows! 


Mathias Gross 

Th^ Only 
"Exclusive" ^^ Women's Shoe Shop 


rciPsyiriniE sih-oie ccicip.. 

Discriminating Footwear for College Girls 




''America's Foremost Five Dollar Footwear" 

Make Yourself Attractive 

Careful Work at Reasonable Prices 

Juanita B. Schuster, Proprietor 
Jeanne Moylan, Beauty Specialist 

York Road at Burke Avenue 
Telephone, Towson 962 


Baltimore. Md. 

. IBilJjf IHMA\N^'jr 





108 W. Lexington St. 
114 E. Baltimore St. 



Home of 


31 W. Lexington St. 
PLaza 2524 







Your Suburban Theatre 



Where Well-Dressed 

College Girls 
Buy Their Apparel 




The Only Place to Eat 

York Road at Pa. Ave. 

TowsoN, Md. 




Since 1913 



HAmilton 2078 

227 N. Howard St. 

"That smart Howard Street shop" 
chosen by so many clever young 
things who want the same chic in 
their Frocks and in their Hats. 



Manufacturing Jewelers 

Baltimore, Md. 



"Your Sweetest Neighbor" 





Baltimore has learned that if it 
is new — and smart — Stanwick's 
introduce it. The most dis- 
tinctive Coats and Frocks in the 
new silhouette — are showing 
now. Moderate prices. 


204 W. Lexington St. 

Distinctive Portrait Photography 


519 N. Charles Street 


For Appointment 


Vernon 4624 

Towson 1049-J 





Prompt Service 

York Road and Burke Avenue 


SUBSCRIBE !!!!!!! 

Drugs Rx 

Prescription Druggists 

Headquarters for School Supplies 

I. P. Binders, 50c. 

L P. Fillers. 3 for 25c. 

(Count the lines per page) 

Waterman's Fountain Pens and Ink 

Soda 401 York Road Candy 


Visif Our 

Light Lunch, Confectioneries 

and School Supplies 

Edgar DeMoss, Prop. 

Phone TOWSON 3 72 -J 




Founded 1815 


Baltimore, Md. 


"Say it with Flowers" 

Everything That Is Artistic in 
Cut Flowers and Plants 


5315 York Rd. Baltimore, Md. 

Your Banking Needs 

Are Courteously 

Supplied at 

Wi\t ^aliitttore Climntg Pank 

York Road towson, Md. 



19 West Chesapeake Avenue 






Trucks and Motor Coaches 

Phone Towson 525 





124 W, Baltimore St. 

Where Normal Students Meet 
to Eat 

Delicious Sodas and Sundaes 


See Them Made 




is the Tower Light of 

Banking in 

Baltimore County 

Phone Towson 4 

The Home Store 



For three score and ten years 
Baltimore children have been rid- 
ing safely to school on the street 
cars — a good record of an indis- 
pensable public service faithfully 
performed — a record that must 
be continued. 


Baltimore, Md. 

For Bus Tours and Picnics 
Call The Gray Line. PLaza 5000 

Compliments of 




Remington Typewriters, Rand-Karder. 
Safe-Cabinet. Remington Accounting 
Machines, Dalton Adding Machines, 
Powers Accounting Machines, Kalama- 
zoo Loose-Leaf, Baker- Vawter, Linc- 
A-Time, Library Bureau 

Divisions of 


F. J. PERRON, District Manager 
130 W. Fayette St. 
Baltimore, Md. 

When you want Costume Jewelry, 
Necklaces, Earrings, Compacts, Brooches, 
Real Stone Rings or any JEWELRY 
accessories, including HANDBAGS, for 
Street or Evening wear, come to 

The Monroe Co. 

206 W. Lexington St. 

Between Howard and Park Ave. 

"Modern Jewelry at Moderate Prices" 

We will cash your checks 

COAL CO., Inc. 

Domestic, Steaming 
and Smithing Coals 


Lexington Market: PLaza 0266-0269 
Hollins Market: PLaza 1083 




Charles Street at Lexington 

Quality Store 


8 ha've (Lj Depart- 
ment devoted ex- 
clusively to work of this 
nature^ ! 






Hand Books 
Song Books 

View Books 



"Producers of this Publication! 







% fofoer pglit 

®o6t»Ott, jiUb. 



The Immortal Smile Sylvia W. Ludwig 3 

Towson Town Tavern Blanche I. Per\ins 6 

Helping the Teacher Improve Oral Reading in the 

Grades I. Jewell Simpson 7 

A Friend That Was Real Samuel Acree 10 

The Legend of Lover's Leap Mildred Twigg 1 1 

Teaching Enghsh in China E. L. Rittenhouse 12 

Aristide Briand Dorothy H. Rohinette 14 

On the Beach at Waikiki 17 

An Advance in Education Genevieve Hayes 18 

Nature's Panorama Virginia McCauley 19 

Editorials 20 

A November Rose Eleanora L. Bowling 22 

School Notes 24 

Athletics 30 

Jokes 34 

Advertisements 36 

% f 0fer ^tgiit 

Vol. Ill January, 1930 No. 4 

Tlie Immortal Smile 

j£.nEKE IS an old story that lingers in my memory, and constantly 
haunts me with its sweet, sad tragedy. Where I heard it, or by whom 
it was told, I do not know. Perhaps I heard it from my old silvery 
haired grandmother, or perhaps I only imagined it. However, no matter 
whence its source, I shall repeat it once more. 

One warm, sun'kissed day in June, a young man walked slowly 
along the streets of Naples. He was bareheaded, and the soft wind 
played with the black, unruly locks of hair. His picturesque garb be 
trayed the artist in him, and many an admiring glance was sent in his di' 
rection. As he walked he thought about his former life, and gave him' 
self up to reminiscences. He had been born of poor parents in the dreamy 
little town of Anelino. As a child he had shown a great aptitude for 
painting, and had spent many hours modeling figures out of clay. As 
he grew older, he had little time for this, for his help was needed in the 
fields. However, when he attained manhood, the urge to paint grew 
greater and greater within him; so, gathering some clothes and a little 
money, he set out to see the world, and to follow the dictates of his heart. 

He had traveled much and seen many things. He eked out his piti' 
ful existence by selling his paintings — usually landscapes and scenes 
in which nature predominated — ^yet he was not satisfied. His great ambi' 
tion was to paint a masterpiece — a picture that would bring him fame 
and wealth. Thus far, he had found nothing to inspire him, and there' 
fore he had come to Naples. 

So absorbed was he in his meditations that he did not notice where 
he was going, and suddenly, collided with two men who were coming 
towards him. Then he saw that he was standing in front of a flower 
girl, whose tempting wares were spread about her on the corner of the 
street. As he stood there staring at her, she raised her eyes to his, and a 
dimpled smile stole over her face. 

That smile! That bewitching, angelic smile! In it he saw the 
light of heaven. It held him a prisoner; he stood spellbound, and gasied 
and gazed and gazed again. 

The girl modestly dropped her eyes and blushing said in a soft, 
clear voice: "Do you wish to buy my flowers?" 

"I wish to buy your choicest flower," he answered, boldly. 

"But signor, I do not understand?" 

"I wish to immortalize your smile, forever, on the canvas." 


"Then you are an artist?" 

"Yes, and will you sit for me?" 

"Yes, signor, signor ." 

"Call me Ferdinando," he said smiling, "and come to-morrow to 
my humble studio." 

She assented, for already she liked the young artist who smiled at her 
in such a friendly way, and wished her to sit for him. She eagerly noted 
the address he gave her, and watched him as he disappeared into the 
gay throngs that crowded the street. 

Thereafter, every day found Angela in Ferdinando's studio, posing 
for the great masterpiece — "The Immortal Smile." Just as the picture 
neared completion, so the love in Angela's heart reached its fullness. 
Day by day she grew to love him more, until she worshipped him as her 
Gk)d. She was supremely happy. 

On arriving at the studio one bright morning, she found the door 
barred and the shutters closed. While she stood there perplexed, the 
landlady came out, and recognizing her, told her that Ferdinando had 
left Naples never to return. 

"But — why?" — the question came falteringly from Angela's lips. 

"He could not pay the rent, and so ," she shrugged her shoul- 
ders expressively, and went indoors to resume her work. 

The tears welled up in Angela's eyes. Was this the end of their 
love? Was her dream over? He was gone, where, she did not know! 
he would Perhaps return to Naples. Maybe he could sell her picture 
and become famous. She could not tell. 

The years came and went. Father Time, the most skilled artist of 
all had left his mark upon her once beautiful features. Her beauty with- 
ered just as her flowers, after a day in the hot sun. Only her lovely 
smile remained, and it lit up her dark eyes, the fading lamps of a lost 
beauty. She had loved and lost, and the wound could never be healed. 
Of Femandino she heard nothing. It was as though he had vanished 
from the face of the earth. 

One day an incident occurred which altered the whole course of 
her few remaining years. Reading the newspaper, she saw the follow- 
ing article: 

September 21, 1899, Rome 

It is with much regret that we announce the death of one of the 

foremost artists of this age. The renowned Ferdinando Piz- 

Zario, painter of the famous masterpiece, "The Immortal 

Smile," now in the possession of Baron Palma of this city, died 

last week at his home, here. It was through this painting that 

the late artist first won recognition and fame." 

The paper fell from Angela's hand. He was here no more! Death 
had claimed him! 

She reread the short paragraph. It was through her picture that 


he had become famous. A great desire sei2;ed her to see this master' 
piece. She wanted to behold again the loveHness that had been hers in 
the days of old. She counted her meagre savings — ^just enough to pur' 
chase a ticket to Rome. 

A day later she stood in the streets of The Eternal City and in' 
quired of the porter the way to Baron Palma's Villa. With difficulty 
the distance was covered and she mounted the broad stone steps with 
faltering steps. 

The servant who opened the door asked her what she wanted, and 
she boldly stated the object of her visit. He ushered her into the wait' 
ing room, and went in search of his master. 

A few minutes later, the Baron stood before her. "My good woman, 
what can I do for you?" he asked, while his eyes travelled over her 
shabby costume. 

Angela curtsied low. "With your lordship's permission, I should 
like to see the painting, "The Immortal Smile." 

The Baron looked again at Angela. "Why do you wish to see 
it?" he asked, "did you know the artist?" 

"Yes, I was his model." 

"You! You, the model!" he exclaimed looking at her face marred 
by age and poverty. 

A glorious smile illuminated her face. "It was I," she said softly. 

Something in her smile told him she spoke the truth, so in a kind 
voice he said, "Come with me, you shall see the painting." He led her 
into the drawing room, and slipped quietly away. 

The room was furnished in old mahogany. Huge crystal chandeliers 
hung from the ceilings, and the wax tapers sent their perfume into the 
heated air. Amid all this regal splendor, draped with a velvet hanging 
from head to foot, stood her portrait — the flower girl and her immortal 

She fell on her knees before it, and worshipped her own lost beauty. 
Then she arose, and kissed the lips that smiled that angelic smile; she 
murmured incoherent words of love, and great tears rolled down her 
cheeks as she looked at the fresh, young face that smiled at her. Long 
she remained before the picture and she prayed as though it were a 
holy shrine. 

When the wealthy Baron entered the drawing room again, Angela 
lay prone, her hand clasping the frame. And, as he looked upon the 
painting he started in surprise! 

The "Immortal Smile" — the smile that reflected all the sun's radi' 
ance and glory had vanished! It was gone — forever! 

Sylvia W. Ludwig, Jr 4 

Towson Town Tavern 

JC jJ. AVE YOU PAUSED to gaze at the last of "Ye Old Towson Town 
Tavern?" What a wealth of historic memories are embodied in that 
heap of sturdy old pioneer stones, in that row of crumbling pottery, in 
those ancient pine beams. 

How well I remember my delight as a child in listening to the tales 
woven about the tavern. There was the story of Ezekiel Towson, who 
left his home in Pennsylvania and plodded along an old Indian trail in 
quest of fertile land for his home. A brave and fearless man was 
Ezekiel Towson, one of a vast army of brave and fearless men who 
were destined to be the Pathfinders of America. He, finally, chose the 
crest of a Maryland hill for the site of his new home. It was an ideal 
situation, for EzekieFs log cabin home commanded a view of three of 
the most beautiful valleys in the South. 

Ezekiel found his home was frequented by travelers going to and 
from Baltimore — just eight miles down the old country road. It was 
to accommodate these visitors that, in 1768, Ezekiel built a tavern of 
huge stones quarried in a nearby valley. Many an old stagC'Coach pulled 
up to the quaint, old'fashioned door and its dusty travelers climbed out 
to partake of ale and the genial hospitality of the host. 

The old tavern played an important part in the heart throbs of the 
Civil War. One of the most romantic legends told about the inn is that 
concerning two little boys who played soldier-boys on the cobblestone 
walk in front of the tavern. Day after day, the soldier-boys told their 
dreams and aspirations on the worn doorstep of the old building. Then 
came the call for young men with dreams and aspirations to go to war. 
Once again the soldier boys stood on the doorstep of the old inn; this 
time to say good-bye, for one wore a gray uniform and the other a blue. 
Together, they gave their lives for the patriotism each thought highest. 
They never returned to the old tavern. 

So the old tavern, for a century and a half, watched a pioneers' 
wildnerness grow into a progressive town. It seems to have absorbed 
some of the joys and sorrows of the town and those of us who have 
grown to look with sentiment at the unpretentious old tavern cannot 
suppress a feeling of regret as we watch our more progressive neighbors 
tear down its venerable walls. 

Blanche I. Perkins, Sr. 4 


Helping tKe Teacher Improve Oral 
Reading in the Grades 

I. Jewell Simpson 

Assistant Superintendent of Schools of Maryland 
Continued from November Issue 
Occasionally each pupil may choose one paragraph descriptive of a 
character and find out who can best make you see that character. It 
might be Irving's description of Ichabod Crane; or Dickens' Mrs. Fezzi' 
wig, who was "one vast substantial smile"; or it might be Joseph Con' 
rad's description of the old North Sea pilot: 

"His name was Jermyn, and he dodged all day long about the gal' 
ley drying his handkerchief before the stove. Apparently he never 
slept. He was a dismal man, with a perpetual tear sparkling at the 
end of his nose, who either had been in trouble, or was in trouble, or 
expected to be in trouble — couldn't be happy unless something went 
wrong. He mistrusted my youth, my common sense, and my seaman' 
ship, and made a point of showing it in a hundred little ways." 

There may be a poetry reading contest to see who can best ex' 
press the music of poetry. Much of the effect of poetry depends upon 
rhythm and melody. The special function of rhythm is to express emo' 
tion. Let us have children read poetry not merely to get ideas, but to 
please the ear. Carlisle defines poetry as "musical thought." If the 
lines are musical they must be said musically. 

There is also musical prose — prose that is beautifully pictorial; 
for example, when Conrad, in his exquisite story, "Youth," describes 
the burning ship. 

The meaning and the voice need to help each other. The voice 
must exemplify the meaning of the lines, their imagery, their music, 
their feeling and beauty. The voice must create an atmosphere. 
"The ladies of Sevilla go forth to take the air, 
They loop their lace mantillas, a red rose in their hair; 
Upon the road Delicias their little horses run. 
And tinkle, tinkle, tinkle, the bells go every one." 
Or take Robert Louis Stevenson's epitaph: 
"Under the wide and starry sky. 
Dig the grave and let me lie; 
Glad did I live and gladly die. 
And I laid me down with a will." 
As Bassett points out, those lines give something more than busi' 
ness'like instructions for burial. They are a message of good cheer 
from one who welcomed life and what it brought with courage and 
gladness. Yet they can be read impotently. We need to feel the 
spiritual energy of Stevenson's lines. 


So, in answer to the question, ''How may pupils be trained in the 
art of reading aloud?'' we decide that such training includes: 
Helping them to understand. 
Assisting them to feel. 
Aiding them in picturing. 
Showing them how to use their voices. 
Helping them to appreciate an audience situation. 
Training them in rapid recognition of words and phrases. 
Making them conscious of their own individual reading needs. 


The teacher needs to discover, diagnose and classify oral reading 
deficiencies and plan effective remedial work. In other words, she 
needs to know what is the matter and what to do about it. 

Gray's Oral Reading Test enables the teacher to locate the errors of 
pupils and to make comparisons with pupils elsewhere. Teachers may 
also devise their own tests to discover weaknesses. As a child reads 
orally and silently the teacher can observe his special difficulties. 
Through lessons in which each child's errors are explained to him and 
individual attention is given him some of these difficulties may be over- 

The thing that I most commonly find in the classroom is that chil' 
dren are getting practice in reading, but it is bad practice because it is 
not practice with the attention of individuals focused on their special 
difficulties. Last week I observed a reading lesson with a third grade 
class. The children read aloud in response to good questions asked by 
the teacher. I talked afterward with the teacher about four of the chil' 
dren who read. 

Marian was a fluent reader but she read with very little expres' 
sion, with no imagination nor emotion. She was asked to read several 
lines. She therefore had practice in reading, but she had no real help. 
The teacher did say, ''Feel what you read," and "Read with expression," 
but that did not help. The child evidently did not feel that others were 
dependent on her for the meaning. She may not have had a clear idea 
of the meaning herself. Perhaps a comparison between her monotonous 
reading voice and the style of speech in direct conversation would have 
helped, provided it could be shown that the difference was due to di' 
rectness and clearness of thinking. This cursory kind of reading done 
"with the mouth open and the mind shut" should always be challenged. 

Bruce was a word reader. He knew his words very well and read 
rather fast, but his reading was choppy; his words were not well joined. 
Often teachers are not conscious of what is the matter here. Bruce's 


bad reading practice was worse than no practice at all. It accentuated 
his fault. What will help Bruce? Flashcard exercises, with a variety of 
phrases and correct thought groupings. Let the teacher, sometimes by- 
reading aloud, set a reading standard. In response to a question let 
Bruce read silently the sentences which answer the question before he 
reads them aloud. Never permit an exception to the principle of read' 
ing aloud in thought units. 

John lacked word control. Bruce knew all of the words. John 
didn't; but John could answer all the thought questions. What to do? 
Give much supplementary work with simple vocabulary; give work in 
phrasing; giving stimulating introductions; drill upon real diflSculties 
in advance; have phonic practice. When John is reading to the class 
tell him the word he does not know. When he hesitates at a word he 
may be the only one in the whole group who doesn't know the word. 
Don't let the continuity of the story be spoiled for the others by stop- 
ping to apply phonics for one child. 

Elizabeth stammered. What may the teacher do for Elizabeth? 
Work for freedom and self-confidence. Don't hurry her. Encourage 
her to believe that she can overcome the defect. Teach her to inhale 
properly before she tries to talk. 

These children and many other children are getting practice in 
reading aloud but they are getting no practice in overcoming their par' 
ticular difficulties. 

In conclusion, I have several questions: 

1. How determine the proper balance between oral and silent read' 

2. Will there be transfer of voice training from oral reading to con' 
versational speech? 

3. Will words and phrases read aloud tend to increase the reader's 
vocabulary more readily than words and phrases read silently? 

4. Is it possible to develop reading tests which will measure the skills 
and abilities associated with a comprehensive, well-balanced read' 
ing program? 

5. How much class criticism shall there be after a pupil has read 

6. Should the listeners, when either the teacher or a pupil is reading 
aloud, always be held responsible for something other than mere 

7. How may group reading be handled so as to give oral reading 
practice advantageously instead of disadvantageously? 

"Published by special arrangements with The Elementary English Review" 

G/4 Friend That Was Real 

„^^3C LTHOUGH a person may have numerous friends there always seems 
to be one or two that are considered as being nearer and dearer than the 
others. Such has been my case at least. It is with a feeling of remorse 
that I recall the happy times spent with a particular friend, for this 
beautiful character passed into the Great Beyond more than three years 

We live together in my memory, even now I can see that graceful, 
lithe figure coming down the steps when I returned home to greet me 
with a v^dstful welcoming expression in those soft brown eyes. We were 
real pals. In the dead of winter when the river was frozen over to join 
the skaters was our delight. Coasting pleasures my friend and I shared. 
We rushed down the hill on a sled or warmed ourselves by the big fire 
at the top. On crisp, frosty, moonlit nights we would tramp through 
the woods kicking the leaves as we went; in the twilight of summer even- 
ings side by side we strolled along shaded paths stopping to rest on a 
stump or a fallen tree trunk. It was while we were resting that I used 
to stroke the soft, deep golden hair, fondle the delicate, sensitive ears 
and pat the shoulders of this lovely creature. All that my friend could 
do in return was to place her head across my lap, give an afi^ectionate 
look from beautiful brown eyes and wag her tail because she was only 
a dog. 

"Only a dog," as one writer has already said, "but the eyes were 
more lucid, loving and eloquent than those of any Lady of the Land and 
if the lady's eyes were as the dog's they would be as nothing without the 
tan spots over them." "Only a dog," but to find such devotion, beauty, 
intelligence, friendship and trustworthiness in a human being would be 
quite enough. 

Samuel Agree 


Tlie Legend of Lover's Leap 

j£ CANNOT vouch for the truth of this legend, but I can verify the 
fact that overlooking the city of Cumberland is a very high cliff, quite 
picturesque in its stateliness which appeals to the imagination. 

"Lover's Leap" is the name given to this historic old spot. It is his' 
toric, in that the story woven around it deals with the true sons and 
daughters of America, the Indians. 

Years ago different Indian tribes made their homes among the Allc 
ghany mountains. One tribe living on Bear Hills, and another, living 
on a cluster of small hills just opposite, known as the White Hills, are 
the two around which this legend is woven. 

These two tribes were continually at war with each other, and the 
hatred between them was strong. 

Now the chieftain of the Bear Hills tribe, had a very beautiful 
daughter, and the chieftain of the tribe of the White Hills, had a manly 
young son. And so, the legend is told, the two met by accident one day 
in the woods. And this was, by no means, the last of the meetings. 
In a very lovely spot, high up in the Cumberland hills, these two had 
their trysting place, and at an appointed time each day when each was 
the least likely to be missed, they hied to their rendezvous. The risk 
which they took was grave. They knew that if they were caught, the 
wrath of their tribes would be so great that death would be the sentence 
pronounced upon both. For this reason they finally decided that upon the 
following day they would meet as usual and run away together. 

The next day dawned clear and beautiful, and the lovers kept their 
pledge and met as they had planned. But as they started, hand in hand, 
upon their flight, the Indian girl glanced back over her shoulder, and 
saw, in full pursuit, her tribe led by her father. Word had somehow 
reached the tribe of the Indian brave too, for suddenly this tribe, led by 
its chieftain, appeared in front of the fleeing couple, and all avenues of 
escape were closed to them. The only course left open was to turn to 
their right, and run to the very edge of a high cHff, overlooking a sheer 
drop of hundreds of feet. 

The agonized young couple stood upon the brink of the cliff, and 
when the two tribes were nearly upon them, it seemed that instantan' 
eously their minds grasped one ghastly way of escape. 

The girl threw herself upon the breast of the young brave, and he, 
quickly gathering her in his arms, leaped from the cliff. 

So heroic was the act, that all thoughts of revenge and hatred, were 
wiped from the hearts of the bereaved fathers, and a pact of everlasting 
friendship was established between the tribes of the Bear Hills and their 
former enemies. 

Mildred Twigg, Sr. 10 

TeacKin^ Eng.lish In China 

J^ AR FROM here, some of America's best men and women are teach- 
ing Enghsh today but instead of teaching it to EngHsh girls and boys, it 
is being taught to the Chinese. 

To teach in the Chinese mission schools, one must have at least a 
college education if not a post-graduate course specializing in that sub- 
ject which he wishes to teach. When the teacher reaches China he must 
take two years of Chinese. 

I have the privilege of knowing one who taught English in St. 
John's University at Shanghai which is an Episcopal mission school for 
boys. From the personal journal that he has written, I have gathered 
some idea of the school. 

From his writeup on the "Opening day" at school he begins by 
contrasting the school during the summer and the school on the opening 
day. The school rooms and the dormitories which have been still, hot 
and dark during the two months' summer vacation are now echoing 
again with the incessant chatter and hurrying feet and the Chinese vio- 
lins of the students. 

The students themselves are long gowned serious faced boys. In 
the class room they wear long blue cotton gowns, their trousers of white 
are gathered at the ankle, their shoes are of black cloth and pointed. 
Their hair is straight and black, short cropped save for someone who 
has been a sport and has let his hair grow long and slicked it down with 
grease. As the teacher approaches the door the chatter ceases and with 
courtesy the class rises in a body to greet him and remains standing until 
he takes his seat in the desk chair. They are most quiet and orderly 
and in dead earnest. 

In teaching English to the Chinese first sounds and pronunciations 
of connected consonants are taught. I shall not go into the details of 
the fundamentals but I have the result of a year's instruction in English. 
Here are some of the compositions that the Chinese students themselves 
wrote. These represent some of the better work. 

Foreign Etiquette at Dinner 

You will be surprised if I tell you that there are many rules at a 
foreign dinner. Those rules are not written down, so many of us 
Chinese boys have no way to learn them. But here are some of them. 

When we attend a formal invitation of foreign dinner which is 
usually on evening, we must wear a black suit called Tuxeusdo. The hat 
is high and long while the coat is wide open in front of breast and the 
sweat is white in colour. The trousers are perpendicular down to the 



heels, while gloves and socks are used. The shoves are made of patant 
leather and is called pump. You also wear peral button and single lay 
ered color. 

Coming to the house, press the bell and a boy comes to you, then 
he introduces you to a chamber waiting for the hostess. When the din' 
ner is coming the collie will come say, ''Dinner is preserved", and then 
all go from the reception room to the dining room. 

By a glance you can easily see that the hostess sits by the end of the 
stable. It is a wise advice to follow the hostess in every thing. While 
the hostess offers you a set, you should not refuse to accept and set down 
after she has set, but you should not set before she has set. If there 
are any ladies we may set together with any lady except our wives. 

After you have setted the next step for you to do is to take your 
napkin, unfold it and spread it in your lap, do not try to stick one end 
in your collar and spread the ra t over your abdomen, for it would make 
others say you are childish. Fork is used by the right hand and knife 
by the left hand. Fork pierces the meat which is cut by the knife and 
puts into mouth. Cleaness is one of the essences on a table and should 
be strictly observed. Refuses is to be placed in a plate not on the floor. 
Everyone should keep silently when he eats soup. In general the chief 
thing at dinner is steadiness. 

When dinner is nearly finished the servant will bring in some cups 
of water with lemon liquid in them. We must remember that these 
cups of water are for cleaning hands and not for drinking. At the end, 
we clean our mouth with a piece of cloth put on the table, and we 
choose either the tea or coffee or mixture of them, as the host asks us. 

Extracts from a Theme on Benjamin Franklin 

In the year 1706 there was a Boston boy whose name called Benja' 
min Franklin. Franklin was differed from other boys. When he was in 
babyhood he acquainted with a little friend named Collins, a mere 
book'worm. They were always founded to be at one place to read dih' 
gently their books. He was very clever and ambitious boy. He said, 
"To do whatever I think my duty and live with all my mighty while I 
live." So he began to develope some scientific work. As we all know 
it was very hard for a man who wanted to develop something without 
any book. At that time there was no book on telling about the science 
but Franklin developed the elastic by the kit and also by the cat. So 
he said, "There are no bound on the earth men may raise up and use 
the elastic." 

E. Lasell Rittenhouse 

G/lristide ^riand 

Jt^ESPiTE THE FACT that some may say Aristide Briand is more an 
opportunist than a statesman, he is, without doubt, the greatest states- 
man in all of Europe today. This great diplomat has been a member 
of twenty-one ministries, in eleven of which he has been prime minister. 
This proves his efficiency and ability to cooperate and appeal to the 
different parties which from time to time hold sway over the French 

The politics of France are very different from ours. In this country 
we have only two parties while in France there are some thirteen, all 
having distinct seats in the Chamber of Deputies. Their platforms 
range from the extreme radicals on the left to the extreme royaUsts on 
the right. If either of the two extremes should at any time vote a 
majority, the government would be overthrown. However, the greater 
part of the Chamber though of many different parties is of a liberal 
nature. The French do not support one particular leader as we do here 
in the United States, but with them group allegiance is dominant. De- 
spite these rapid changes in the ministry of France there is little change 
in parties, although no one party may establish a ministry by itself. 
The group which lately overthrew Briand consisted of one hundred 
twenty-five socialists, described as brilliant radical statesmen, who had 
hitherto voted with the Prime Minister but who now on a minor issue 
chose to disagree. This great diplomat has during his entire caxeer been 
inclined toward the left and the fact that he has been in cabinet after 
cabinet does not mean that he has at any time radically changed his 

Briand was born in March, 1862, and has had a life which tended 
to make him old beyond his years. He is a little, bent old man whose 
whole appearance gives proof of his long service. We have heard very 
little of his early life, we only know that he was desperately poor. Some 
say that his father was an innkeeper and his mother a serving woman, 
but as to this we have no actual proof. This statesman's early educa- 
tion took place in a small public school, whose curriculum did not allow 
for the benefits of higher education. His teachers recognizing his bril- 
liance taught him Greek and Latin outside of school. He was able and 
willing to learn and backed by their loving stimulation he tried for a 
scholarship to the Lycee and, without apparent difficulty, won it. While 
here he made a friend of Jules Verne who described him as a lazy, 
brilliant boy who could get anything he wanted and who could sway 
hundreds with his speech. No one is able to resist his oratory, he has 
the spontaneity and ability to think which carries his listeners along. 

After finishing his education and becoming an accepted lawyer he 
was unable to practice because of lack of funds. At last he succeeded 



in raising a sum equivalent to about $500 and with this he started a 
newspaper. He did everything himself, he was editor, errand boy, 
printer and typesetter. It is interesting to note that since Briand left 
this paper it has come out violently opposed to him. He enlarged his 
newspaper experience by going to Paris and first reporting for several 
radical publications and finally becoming reporter for the Chamber of 
Deputies. He ran for office in 1899 but was defeated. He entered the 
Chamber in 1901, at a time when French politics were highly unstable. 

The Third Republic which was formed as a compromise in 1871 
had been disturbed by shot after shot and was likely to fall at any 
time. The struggle between church and state was at its height when 
Briand was elected to the Chamber. As a radical he took sides with 
the state but at the same time had sympathy for the church. His creed 
has always been, "Understand your opponent. No settlement is likely 
to be permanent between parties unless there is some mutual understand' 
ing." A man who is willing to compromise is nearer success than a man 
who stands like a rock. Briand has this ability. In this instance he 
worked to save the church from humiliation and he succeeded, main' 
taining the dignity of the church and giving the control of education to 
the state. 

In his own ministry of 1909 Briand faced an economic struggle. In 
one instance he called the strikers to the colors and when charged with 
treachery by the Chamber he asked to face it. "Gentlemen," he said. 
"There is economic peace in France. I look at my hands and I see no 
blood on them." This was characteristic of him. He served in many 
ministries before the war and has shown real genius since in his com' 
promises with other nations. His enemies say that he has all of the luck 
but some great man also said that only truly clever people are lucky. 
Certain persons believe that it is unfortunate that France's great states' 
man did not serve in the Treaty of Versailles but others think that he 
is greater than if he had taken part in the Peace Pact. 

When the discussion concerning the enforcement of the treaty 
came up between France and England, Briand made the fatal mistake 
of meeting Lloyd George face to face. He lacked the self 'reliance to 
stand against England's statesman, and returned to France to find him' 
self out of office and the people enraged with him for granting too much 
to Great Britain. France soon realized her inability to enforce the treaty 
and Briand was called back to meet and discuss the matter with the 
German representative, Stresemann, who also understood the situation, 
and as these two were willing to cooperate they therefore came to an 

Austin Chamberlain as England's representative met with the others 
to examine the Young Plan. After the meeting they returned to their 
respective countries expecting that when the League met at The Hague 


this plan would be approved and passed. When the time came for this 
meeting a terrible tragedy had occurred. During the lapse of time the 
government of England had changed and she now demanded a change in 
the proportions of the plan. Though England did succeed in slightly 
changing the treaty, she won but little. The result was unsatisfactory. 

Briand has given back to all Europe health and self-respect because 
he understood the situation and was willing to go half way. He brought 
his own people to see what they might demand and how they might co' 
operate with Germany. And again, I maintain, that Aristide Briand is 
the greatest statesman in all Europe because he has won a cause that was 
beset by many possible dangers. He carried all the countries with him 
and has restored the health of the world by using cooperation instead 
of antagonism. 

Dorothy H. Robinette, Sr. 12 


I only want a little patch of nature 

Out where the pure and fragrant winds may blow, 
I do not as\ for fences nor restrictions 

fust in and out the woodland paths to go. 
I only want to share the healing sunshine 

And hear the happy birds in lilting song, 
I would not bar the humble little houses 

"hlor children from the blessings that ma\e strong. 
I only want an old house by the roadside, 

A friendly latchstring hanging from the door, 
A little garden and a well of water. 

And, fol\s to help, dear God, I as\ no more. 

Ina Duley Ogdon 

On the Beack At Waikiki 

_ "AIKIKI Beach is a paradise for the tourist and traveler who de 
sires to see for himself that Kipling's idea that "East is East and West is 
West and Never the Twain Shall Meet" is not true. 

What a sense of romance is felt in the very words "Waikiki." It 
brings to mind sweeping palm trees, the tinkle of a ukulele and the 
swish of a grass skirt in the moonlight, and recalls shimmering nights 
when the waters are bathed in the golden light of the moon, when the 
only sounds that can be heard are the moaning of the waves and the low 
whispers of lovers as they stroll 'neath the swaying palms. 

Without a doubt Waikiki Beach is one of the most famous in the 
world, but the beach itself is not what makes it famous, as some one 
said "Waikiki is not a place but a sentiment." There is a sense of re 
mance and mystery that seems to pervade the air. 

The beach is only a few minute's ride from the center of Honolulu. 
The hotels that grace its shores are known the world over, principally 
"The Royal Hawaiian." People of all races and creeds may be seen 
swimming or lying on the beach trying to acquire a coat of tan. Far out 
where the breakers roll and the white caps break may be seen tiny specks 
that bob up and down, seeming at one moment to be entirely out of 
sight and coming up the next like a Jack-in-the-Box. They are the beach 
boys riding their surf boards. A great wave may be seen in the dis' 
tance and high upon its crest, standing like a statue and hurtling towards 
the beach at express train speed comes one of these intrepid surf riders. 

Let's take a walk along the beach and look over some of the throng. 
Here we see a rather old gentleman who may be a prosperous banker 
from the coast. He is dressed in the latest of beach style for men, trunks 
only, and does not seem to mind the amused glances of some of his com' 
patriots. Here and there a group of children are digging in the sand 
while mother and dad enjoy a swim. A little farther on in a some' 
what isolated spot we may see a society girl from the coast flirting with a 
beach boy. She knows that the folks at home will never know and why 
shouldn't she have a good time if that's her idea of one? Some of the 
beach boys are very charming and they can all swim and surf board to 
perfection, play ukuleles and sing love songs. 

Princes and paupers, young and old from all parts of the world 
may be seen on the sun'kissed sands of Waikiki. 


cAn Advance In Education 

Jt HE public schools are becoming public to all children. In former 
years only the healthy, normal children were benefited by the public 
schools — there was no place for the child who could not hear. Few of 
the blind ones were taught to read and those who could not walk never 
dreamed of entering a school. 

Now through the supervision of Dr. J. E. W. Wallin, the real edu' 
cation of handicapped children has begun in Baltimore. These children 
will have the same chance to develop that has been given to normal chil' 
dren. Lack of proper facilities has stood in the way as well as scarcity 
of teachers trained in this work, but the work is beginning in earnest, 
with the idea that deep human sympathy is the key to success in this 
type of work. This also will free the city of the future from a great 
part of the burden that humanity has been carrying, because, with the 
aid of these schools, young people without sight or hearing are earning 
their own living, really happy, asking nothing more of the world than a 
chance to work. 

Only a comparatively small number of those afflicted have had a 
chance to secure a training, because the efforts made by educators in be' 
half of such individuals really only date from the World War. The 
idea that physically or mentally handicapped persons are capable of 
being trained to make their way in the world is scarcely a generation old. 

Mentally retarded children are recognized as claimants for special 
attention. Besides the school population there are more than a thou' 
sand children who do not fit into the easy, natural grouping, and who 
must be taken care of by teachers specially trained for this work. Sta- 
tistics show that many children do not conform to the normal, and that 
this proportion is far in excess of the provision made for them in ordi' 
nary schools. This will be a part of Doctor Wallin's work to consider 
who the children are that need special help and once the child has been 
directed to the special class best adapted for it the instruction will be 
given by specially trained teachers. The Johns Hopkins University is 
presenting a training course for students who have a desire for this type 
of work. 

Investigation has shown that work done in Baltimore compares 
favorably with that of work done elsewhere. But the School Board has 
made plans to remedy the situation before very long and Baltimore hopes 
to have one of the finest schools in the world for the education of un' 
fortunate children. 

Genevieve Hayes, Jr. 8 


cNature's Panorama 

Churning waves, seemingly at variance with each other 
Can he surveyed, close at hand, on either side 
So indistinct, — and yet — so clearly defined. 
"Oh waves! do you always quarrel so?" 

Frothy foam, li\e heaped up, immaculate, pure white clouds, 
Forms a pathway — outlined dimly — just a trac\ 
Disappearing, far in the distance, at the hac\. 
''Oh boat! far stretches your watery footprint." 

Glorious reds and blues rimming the distant horizon 
Fade to a dreamy purple halo for the earth. 
As their nondescript rays are mirrored in the surf. 
"I love you, water, that reveals the s\y!" 

One lone, hut valiant gull, circles about, above us. 
He, too, vanishes — as he came — into the graying sl{y 
So li\e him in color, and none \now whence he may fly. 
"Oh, poor little gull, have you no home?" 

Spirals of dense blac\ smo\e from our homely, cumbersome boat 
Soil the sXy, a minute before so soft and gray 
"With beauty and calm, equalled only by the bay. 
"Oh smo\e! can't you realize your cruelty?" 

On the left, the smo\e's power is greatly decreased 
By a dazzling golden white path, splitting the gloom. 
Through the heavens to a gorgeous creamy silver moon. 
"Oh moon, you are so beautiful to see!" 

Far, far, on every side, we see through the misty air 
Flic\ering, tiny, firefly lights from towns so small 
And from the buoys whose bells solemnly peal their warning call. 
"Oh faithful lights! do you never grow tired?" 

At last, our boat crawls into the dirty, dingy harbor 

Toward the gleaming lights, yet with huge s\ul\ing shadows all around — 

And our musings are rudely bro\en by coarse city sounds. 

"Oh city, you seem so sordid and ugly now!" 

Virginia C. McCauley 



Published monthly b> the students of the Maryland State 
T^ormal School at Towson 


Evelyn Schaeffer 

Fannie Dryden 

Sylvia Rosenberg 

Mary Hanley 


Jerome Denaberg 

LiLLL\N Scott 

Typing Staff 
Anna Rischka 

Business Manager 
Samuel Agree 

Edward Goldstein 

Katherine Church 

Circulation Managers 
Virginl\ McCauley Dorothy Fleetwood 

Advertising Staff 
Esther Benesch Thomas Henry Helen Patz 

Frieda Ruthka Nettie Eisenberg 

$1.50 Per Tear 20 Cents Per Copy 

^Tke One- Way Street 


Jf tj lFE is a one way street and we're not coming back." A serious 
thought and yet, now and again we must stop and be serious. Every 
day is another foot-step on the long street but is it a step forward? Are 
we making each step point toward the goal or are we making circles? 
Here at Normal School we may test ourselves — in lessons, in social re- 
sponsibilities, in character. We know that to do our work from day 
to day is the wiser plan; we know that the girl or boy who accepts 
social responsibilities, whether as leader or follower, obtains the fuller 
pleasure; we know that we are molding our own character and even 
influencing the molding of our friends' characters, but do we check up 
on these tests honestly? We must answer these questions for ourselves. 
Others may help us, but after all, we are living our own lives and the 
way we solve these problems will be the key to the way we shall live 
and travel the long road. Do you make each day count going forward? 


Out o£ Season 

JC, his is not a sign for seafood. It is merely a warning. The follow- 
ing paragraph has nothing to do with the New Year, as perhaps it 
should have, but is more a bit of reminiscence. At that, we might find a 
good resolution as a final conclusion. 

It was midnight — and moonlight on Maryland's most beautiful 
river — the Severn. There was a clear darkness. A fresh breeze, salty 
and laden with the marshy odor of sea grass greeted us. As we walked 
down the pier we could see far down the river, the pin-point, scintillat- 
ing lights of Annapohs sending gleaming, tiny fingers of gold toward 
us, and then directly across the river to the trees, that on the opposite 
side were etched against the sky in black silhouette, the moon spread a 
shimmering silver carpet. As we stood, trying to absorb the beauty of 
the night, a new figure entered our picture of peace. A canoe gHded 
slowly through the adjacent vista. The canoe and its occupant made a 
symmetrical poem of motion in this symphony of nature. Another mo- 
ment and it was gone. A perfect, even though fragmentary bit of 
beauty remained with us. 

We turned and went back to the cottage, feeling that our decision 
to see the full moon on the river at midnight was well worth our while. 

That is one bit of sleep I have never regretted losing — nor has my 
friend, for I am sure she agrees, and I may speak for her. Make this 
more than just another New Year's resolution and see a picture that 
Raphael would have delighted to put on canvas. 

Evelyn White, Sr. 9 

Tlie Lowest Level 

JErobably nothing is more characteristic of the imitative childishness 
of most Americans than the fear of being different. A new idea, a 
startling originality, is anathema. The tendency is to get down to every- 
body else's level, not to create or establish a level of one's own. 

Personalities, colorful individuals, are a joy to those to whom exist- 
ence is something more than routine. But how rare they are! Most 
people, if not dull, are certainly uninspiring, and one might as well be 
in the presence of a wooden Indian. The majority accept their ideas 
readymade, pick up the current catch-phrases as their conversational 
basis, and limit their outlook to clothes, parties and small talk. Their 
fountain of knowledge is what Soandso said of Suchandsuch. Rarely 
do they advance beyond the oracular territory of the daily paper. If by 
any miracle a stray new thought enters their heads, it is promptly and 



thoroughly suppressed. Conversely, the creator, the individual, the 
unusual personality is looked on askance as something more suitable 
for sideshows than the human scene. 

In college, one must seek elsewhere than the fraternities if the rarer, 
higher types are to be found. Their function, whatever else it may be, is 
certainly not the development of restless spirits who sense the underlying 
mystery of things. There are exceptions, but the establishment of any 
level is ahnost a complete bar to the exceptional. 

The status is as it should be, Gobbo associating with other Gobbos, 
Ariel winging to other exalted spirits. The unfortunate element is that 
there are so many Gobbos, so very, very few Ariels. — Daily lowan. 

cA cNovember ^ose 

An around 

leaves sere and hroum, 

blown rustling 

O'er the ground. 

As they move 

li\e scuttling mice, 

a whispering sound. — 

trees tall and sUir\ 
hlac}{ly etched, 
of leaf dress hare. 
Piteous creatures 
shivering in 
the frosty air. 


wal\ hris\ and fast, 

faces buried 

in collars high, 

The chilling wind, 

'Tarewell to Autumn." 

seems to sigh. 


Bright red 
against the hrown, 
blown leaves, 
fallen, dead, — 
bravely swaying 
in the breeze, 
a lone rose 
raised its head. 

A moral? Tsjo, 
although it seems 
a tale li\e this 
should show 
a lesson sure; 
7\[o seeds of wisdom 
would I sow. 

Li\e a call 
of clear music 
in a lonely room; 
this dreary fall, 
a bright rose 
caught my eye. 
That was all — 

Eleanora L. Bowling '28 


Dr. Carleton W. Washburne, Superintendent of Public 
Schools, Winnetka, Illinois, will speak under the auspices of the 
Baltimore District of the Child Study Association of America, 
Monday, January 13th, 8.15 P. M. at Catherine Hooper Hall. 
St. Paul and 24th Streets. His subject will be, ''Three European 
Adventures in Education." 

Dr. Washburne is widely known as the founder and di- 
rector of the Winnetka Plan of Education which has vitally in- 
fluenced progressive procedure in schools throughout the coun- 
try. He is also internationally known as an investigator of for- 
eign school systems and his books are among the outstanding 
contributions to educational literature. 

Admission is free to all members of the Child Study Asso- 
ciation on presentation of membership card. Non-members one 

cA Clipping From Frostbur^ "Frontline" 
Faculty Studies Lesson Planning 

A series of meetings is being conducted by the faculty to study the 
large problem of teaching lesson planning in the Normal School. Two 
meetings have already been held. 

The first meeting considered the practices of the faculty in lesson 
planning. The second meeting developed the best present philosophy 
and practices of lesson planning. The subsequent meetings will be re- 
ports of committees covering a number of the elementary school subjects 
on general principles and types of planning, both from the view point of 
the Normal School instructor and the critic teacher. 

The entire study should save considerable lost motion and confusion 
on the part of the student teacher during his two years of training to 
not only understand but to grow more efficient in the formulation of his 
lesson planning thus making for more successful teaching. 




The Athletic Association of the Maryland State Normal School 
was greatly pleased with the overwhelming success of a benefit entitled 
"Mile. Modiste", — starring Fritzi Sheff. The benefit was held at the 
Maryland Theatre on December 9, 1929. 


Senior 12 hereby promises itself and instructors that they will main' 
tain a happy and courageous attitude toward the work which will face 
them during this second term, encourage and sustain each other and set 
a new record of unit making in the history of the Maryland State Nor' 
mal School. 

Signed, Senior 12 

Death of An c/llumna 

It is with sadness that we chronicle the death of one of our 1926 

The following was taken from the Chestertown Transcript: 

"Ethel E. Coleman, daughter of Mr. and Mrs. William R. Coleman, 
of Crumpton, died last Friday, December sixth, in Wilmington of diph' 
theria, after an illness of one day. The death occurred at 1008 West 
Tenth Street, Wilmington, where Miss Coleman was teaching at The 
Friends School. She was in her twenty-third year. 

"Services were held early Monday morning at the Friends Meeting 
House, Wilmington, and a further service was held in Crumpton in the 
afternoon, in which the Revs. Bradley, Jefferson and Clark officiated. 
Mr. Bush of the Friends School where Miss Coleman had been teaching 
made a short address. The Board of Education of Queen Anne's county 
sent a special representative to attend the services, as Miss Coleman had 
for three years been a teacher in that county. 

"Interment was in the Crumpton Cemetery." 

^e Maryland State Normal ScKool Program 

Christmas in Old England 

I. Glee Club and Orchestra — God Rest Ye Merry Gentlemen 

II. Village Children— Deck the Halls 

III. Entrance of the Lords and Ladies 


IV. Carols of Small Children (one stanza of Here we Come a-CarroI' 



V. Earl's Greeting to his Guests 


VI. Carols of Older Children— a. Ring Out 

b. Good Christian Men 

VII. Glee Clul^-a. While Shepherds Watch 

b. What Child is This? 

c. I Saw Three Ships 



Yule Log 
All sing- 

is brought 
-The Yule 


Log Song 


Bout at Quarter Staves 















Procession of the Ch 

ristmas Feast 


Campus School Expressions 

ley, icy on the grass. 

Icy, icy on the window. 

Icy, icy on the machines. 

Every place, every place on the roof. 

And from the roof 

Icicles hang. 

Malcolm Calder, 1st grade 

The machines go on the road. 

'Trac\s from the wheels, 

Trac\s from the tires. 

On the white roads 

As the machines go past. 

Malcolm Calder, 1st grade 

I saw a mil\ weed plane come flying. 
Carrying his little seed. 

Billy Green, 1st grade 

Snow is all around 
Over the green grass. 
Over the town. 
Over the hills. 
And over the meadows. 

Clayton Rutledge, 1st grade 
Leroy Kipp, 1st grade 

Icicles hang on a snowy day. 
They hang on the houses. 
And hang on the trees. 
They hang on the hushes. 
And hang on the fences. 

Betty Jane Hecker, 1st grade 
Doris Milstead, 1st grade 

December 18, 1929. 
Dear Mr. Pry or: 

I hope we can come up again and see the paper factory. I want to 
see it again. I hope you will let us see you fold the paper. I have never 
seen you fold it. If we come, will you give me a slug with my name on 
it? I have never had one. 

Tour friend, 

Haskell Peddicord, 

Third Grade 



"Christmas Celebration Notes" 

J[^ ^ ORMAL IS prettier and more enjoyable at Christmastide than any 
ocher season of the year. Pines, boughs of holly, mistletoe and Christ- 
mas trees adorn her halls and foyer, giving one the carefree, restful feel' 
ing that only a woods and the small pines can give. How it adds to the 
beauty of our school home, how happy it makes one feel! 

Not only indoors but also out of doors we are again reminded of 
the season. A Christmas tree, planted long ago and for two weeks 
adorned with beautiful lights stands in front of Miss Tail's house, and 
seems to draw the other trees about her and makes them ''cozier" than 
before, so that the campus is hushed and yet made radiant by her light 
and beauty. 

"Everywhere, everywhere Christmas tonight" is the feeling that 
one gets at Normal at this time of the year. 

"Ye Olde Eng,lisK Dinner" 

^^jJ/'ucE MORE we were taken back to the time of long ago in England, 
where Lords and Ladies, Kings and Beggars, feasted, played and sang 
together to celebrate the coming of our Lord. 

Never before was there a gayer, more beautiful group of people 
gathered in our olde castle, Newell Hall. Guests and faculty, seniors 
and juniors in gay colors, jesters popping up from nowhere, teasing, 
laughing and making merry — last but more radiant were the Lords and 
Ladies dressed in all their splendor. Never before was there a boar's 
head more enticing or Peacock pie more inviting. Such shield of 
brawn, shredpies with cheese and mulled ale as we ate. 

After ye dinner, Ye Lords and Ladies entertained. Never was 
there such carolling, such story telling, such a play nor has such a danc 
ing horse ever been seen or heard in our old Castle. 

Last of all was the carolling round the Christmas tree and in Tow 
son. We believe in merriment not only for ourselves but in spreading it 
so that all may feel the real Christmas spirit. 


Tlie Christmas c/lssembly 

^L^N Fre)AY, December the twentieth, nineteen hundred and twenty 
nine, the Maryland State Normal School stepped back again to "old 
times" in England. Even the traditional trumpeters were there to an' 
nounce each event. Everyone was costumed in reds, greens, blues, pinks 
or purples, some as Lords, some as Ladies, all joining in the merriment 
of the day. 

Behold! the village children are approaching with the village choir! 
Now the Lords and Ladies of the Castle come. Such carolling! In 
comes the Yule log while every one sings lustily! How the bears dance, 
and tximblers tumble. Some of our guests find partners and dance a 
jolly country dance. Now a pair of Robin Hood's men stage a bout 
with quarter staves most skillfully. The Mummers of Old England: 
Father Christmas, Holly Berry, St. George, The Dragon, Giant Blunder' 
bore, and little Jack make gales of laughter for gentles and serfs. Look! 
the child carrying the candle, the Wassail bowl, the boar's head, and now 
come the fruit and plum pudding, and the peacock pie. What a digni' 
fied procession! Never have we seen one so beautiful and effective! The 
day of splendor ended with the Lord and Lady of the Castle distributing 
goodies to the children as the procession withdrew. 

Such a fitting climax for close of school and the beginning of our 
two weeks' Christmas vacation! 


The birthdayers of the month of December had a very excitable 
and enjoyable party. Santa was there to teach them some new games 
and to present them all with little Santas that were stuffed with candies. 

Girl's G/ltKletics 

%jpi^ IRLS' ATHLETICS — hockey, hiking, swimming and riding are in full 
swing now. Every Wednesday, the members of the Hiking Club have 
been taking what you would call real, "honest' tO' goodness" hikes — not 
mere strolls here and there, but long and peppy hikes, — the kind that 
you enjoy and that make you really earn the points that you receive. 
Riding and swimming have not progressed very rapidly, due to the fact 
that very few girls elect them. Both are newly added sports 
by which you can earn points, although the definite amount to be gotten 
has not been decided upon as yet. For riding, points will probably be 
given according to attendance each week and for swimming the points 
are to be gained by weekly attendance at the Y. W. C. A. pool each 
Friday afternoon and also by passing certain tests made out for this 

Last, but not least, our real autumn sport — hockey — has progressed 
wonderfully. From elective hockey, which was held once a week for 
both Juniors and Seniors — two teams from each class were picked and on 
Wednesday, November 13, 1929, the first big hockey games were played 
— Juniors vs. Seniors. Despite fog and darkness, and an extremely small 
cheering section neither of which are favorable conditions, a rather ex' 
citing and peppy game was played. As a result of the games, which 
ended in a scoreless tie for the first teams and a Senior victory 4-2 
for the second teams, a second and third game will have to be played 
by the first teams, and a second and perhaps a third game will have to be 
played by the second teams. 

The lineup in Wednesday's game was: 

Team 1 
S>t-n.\ors Juniors 

Brookhart C.F E. Ruppert 

Frankenfield L.D Adams 

Myers L . W Carozza 

Dunn R.I Brice 

Herold R. W White 

Miller L.H Rullman 

Scott C.H Schonc 

Chiodi R.H Gibson 

Easter L . F Loveless 

Clock R. F M. Martin 

Helm Goal Streaker 




Team II 

Damm C . F Kennedy 

Ruthke R.I Long 

Williams L.I Taylor 

Gist R. W Heilman 

Merryman L . W Powers 

McCaulley C.H Santer 

White L.H Frank 

Carter R.H Nealc 

Martin, H R. F Sturgeon 

Miller L . F Blackeston 

Royston Goal Sweetman 

With decidedly different and more favorable weather conditions 
the second Junior-Senior hockey game was played on Thursday, Nc 
vember 21. Whether these favorable conditions were the cause or not, 
it is hard to say, but this game was a very much more exciting one than 
the first. It seems as though the Junior and Senior first teams are very 
equally matched, for the score for the second game was a tie 2 '2. The 
second teams however reversed scores to-day, for the Juniors showed 
themselves the superior team by a score of 2-0. 

The lineup for the second game was: 

Team I Team II 

Seniors Juniors Seniors Juniors 

Brookhart C. F Ruppert Damm C. F Kennedy 

Frankenfield ...L.I Adams Williams L.I Taylor 

Merryman L.W Carozza Meyers L. W Powers 

Baughman ....R.I Brice Ruthke R.I Long 

Herold R.W White Gist R.W Heilman 

Miller L.H Rullman Robinette L.H Ensor 

Scott C.H Schone McCauley C.H Santer 

Chiodi R.H Gibson Harbaugh R.H Neale 

Easter L . F Loveless Miller L . F Blackeston 

Clock R.F M. Martin H. Martin R.F Sturgeon 

Helm Goal Streaker Royston Goal Sweetman 

Referee: Miss Lehr. TimeXeeper: Miss Roach. Score\eeper: Miss Sammis. 

Goals by: First team — Juniors: Ruppert and Adams; Seniors: Brookhart and 
Herold. Second team — Juniors: Long and Taylor. 

Substitutes: First team — Seniors: Dunn for Baughman (second half). Second 
team — Juniors: Frank for Ensor (second half). Seniors: WoUen for Robi- 
nette (second half), Fishpaw for Williams (second half). 

The third and final Junior- Senior Hockey game was played on Moh' 
day, November 25. After a hard- fought battle Junior Team I suc' 
cumbed to the Seniors by a score of 3-1; and the second teams tied 2-2. 
Thus, the team I hockey championship goes to the Seniors and the second 
teams share honors. The teams followed the same line-up as in the sec- 
ond game. 

Immediately after the Thanksgiving holidays, hockey was dropped, 
and our ever favorite winter-sport, basketball, began. Practices are held 


once a week for both Juniors and Seniors. So far it seems that there are 
more Juniors than Seniors interested. Each class will have a first and a 
second team, as in hockey. 


ORMAL School's basketball team which has gradually been round- 
ing into shape has finally reached the first part of its collegiate schedule. 
Previous to this, the Profs played four practice games with strong inde- 
pendent teams of Baltimore. Normal emerged victorious in three of 
these games, losing only to the championship Arundel Boat Club. 

As a finishing touch Normal played the strong Susquehannock Tribe 
of the Baltimore Basketball League. The game was replete with thrills. 
The embryo teachers time and time again succeeded in tying the score, 
but in the end went down to defeat 24 to 21. 

Playing its first collegiate basketball game in Washington on De- 
cember 14, the scrappy Normal team went fighting down to defeat 
against American University. The Profs spurted in the second half to 
come within one point of tying American U., but the home team had too 
much in reserve for the light Normal quint. Summary: 

Normal American University 

G. F. T. G. F. T. 

Denaburg, f 2 1 5 Olson, f 6 113 

Himmelfarb, f 1 2 LaFaure, f 3 2 8 

Jansen, c 4 8 Colison, f 

Aaronson, g 1 2 4 Lichliter, c 4 1 9 

Peregoy, g Selz, c 

Silbert, g 1 2 Field, g 1 2 

Dargee, g 

Schloss, g 1 2 

Groods, g 

Totals 9 3 21 Totals 15 4 34 

Score by halves: 

American University 14 20 — 34 

Normal 7 14—21 

Referee — Metzler. Time of halves — Twenty minutes. 

Normal traveled to Washington on December 18 and held the 
powerful basketball team of Catholic University to a 22 to 20 score. 
Entering the court a 100-1 shot against one of the East's best basketball 


teams, the Profs surprised a packed auditorium by their excellent play 
ing and gallant fighting. 

Before the local team could gather its senses, the Profs started the 
game with a bang to forge into a 12 to 2 lead. The home team settled 
down and the half ended 14 to 10 with Normal still in front. 

The second half was a thriller. Catholic U. found its eye and took 
the lead from the Profs. However, our boys still kept fighting and crept 
within two points of tying C. U. The last two minutes of the game 
were played in an uproar of yells from the followers of both teams. 
The rooters in the filled auditorium were on their feet when the fimal 
whistle blew. 

Much credit goes to the new Junior members of the team. Jau' 
sen, Trupp, and Himmelfarb exhibited a style of ball, that, together 
with the players of last year's team, will bewilder future opponents of 
Normal. Summary: 

J<lormal Catholic University 

G. F. T. G. F. T. 

Himmelfarb, f 1 1 3 Guarmeri, f 

Davidson, f Peiffer, f 1 1 3 

Denaburg, f 3 3 Hanley, f 1 2 

Dalinsky, f Oliver, f 3 6 

Jansen, c 3 1 7 Hickey, c 1 3 5 

Trupp, g 1 1 Swoids, c 

Aaronson, g 2 4 Walsh, g 1 2 4 

Silbert, g 1 2 Reilley, g 

Peregoy, g Clemens, g 1 2 

Papalia, g 

Totals 7 6 20 Totals 8 6 22 

. Score by halves: 

Catholic University of America. . 10 12 — 22 

Md. State Normal School 14 6—20 

Referee — Johnson. Time of halves — Twenty minutes. 

Famous Sayings of Famous People In Sr. 3 

To the readers: 

I hope you will all get as much enjoyment from reading these pet 

phrases of our class as we had in compiling them. I also hope that you 

will read these sayings in the proper spirit and realize that they are 

meant only to make other people laugh. 

Thelma Eanet (To waiter) : 'Tretzels, cole slaw, and a 'coke'." (coca- 

Mrs. Davis: "I don't believe that's true, because my little girls told 

me" etc., etc. 
"Dot" Bessel: "Goody, goody gumdrop." 
Sylvia Rosenberg: "I can't help it, and I'm not going to change myself 

over for you." 
Lila Greenstein: "That's a funny doo-dad." 
Dorothy Merwitz: "I'm talking from experience." 
Ruth Fishpaw: "Great Doodle." 
Margaret Murphy: "I'd be petrified if, etc." 
Rosetta Horoivitz: "Uh, let me think" (with what?). 
Helen Dunlop: "Oh yeah?" (Originator in N. S.) 
Isahelle Buc\ner: "My himmel! these street-cars!" 
Louise Carter: "What am I going to do about it?" 
Helen Kahn: "I can't say anything. I have a dreadful cold." 
Ruth Willoughhy: "Aw, heck." 

Father: "How is it you have not done your school homework?" 
Son : "I have decided not to do any more. It's not fair. We chil- 
dren do the work and the teacher gets paid for it." — Pages Gaies, Tver- 

It was one of those cold, slippery days and little Jimmy was late 

"Well, why are you late today, Jimmy?" the teacher asked. 

Jimmy replied: "It was very slippery outside and every time I took 
one step forward, I would go back two steps." 

"Well, then, how did you get to school?" 

"I turned around and started to go home." 



"Is Tommy's new dog a setter, or a pointer?" asked Mrs. Jones. 
"He's neither," replied Tommy s mother. "He's an Upsetter and a 
Disappointer." — Youth's Companion. 

Won't you wear my pin? I want you to be mine forever. I may 
not be on the football team like Jake Smith and I won't have as much 
money to spend on you as Smith would; but, honey, I love you more 
than any girl I've ever met. 

I love you too, sugar, but where is this Smith fellow? — Carolina 

A teacher in a school asked the other day: "How many kinds of 
flowers are there?" 

Three pupils held up their hands. She chose one to reply. 

"Well, Isadore, how many kinds of flowers are there?" 

"Three, teacher." 

"Indeed? And what are they?" 

"Wild, tame an' collie." — Exchange. 


"I refused this poem six weeks ago," said the editor. "Why do you 
submit it again?" 

"I thought perhaps your taste had improved by this time," replied 
the poet with a gleam of satisfaction in his eyes. — 'fan\ee Humor. 

Mary had a new baby brother. One day the baby was being 
weighed, and Mary asked what that was for. "Oh," said her father, 
"Uncle George has taken a great fancy to baby, and he's offered to buy 
him for a dollar an ounce." 

The little girl looked startled. "You're not going to sell him, are 
you daddy?" 

"Of course not," answered daddy, pleased at the child's affection 
for her brother. 

"I'm glad, 'cause if we keep him till he gets bigger he'll fetch more." 

Willing to Learn 

"Does your bride know anything about cooking?" asked the old 
friend, meeting a recent groom. 

"Well," he grinned "I heard her calling up her mother the other 
day to ask if she had to use soft water for soft'boiled eggs and hard wa- 
ter for the hard'boiled ones." 

First Guest: "I'm sure I don't know why they call this hotel 'The 
Palms' do you? I've never seen a palm anywhere near the place." 

Second Guest: "You'll see them before you go. It's a pleasant 
little surprise the waiters keep for the guests on the last day of their 
stay." — St. Louis Star. 


Table Delicacies 
Select Meats, Fancy Groceries 

Telephones : 

Towson 261 and 251 



Mathias Gross 

T^o Only 
"Exclusive" ^^ Women's Shoe Shop 


Discriminating Footwear for College Girls 




"America's Foremost Five Dollar Footwear' 

Phone, Towson \ ^^^ 
) 204 

Louis W. Held 6? Sons, Inc. 
Established in 1868 

Towson Ba\ery ^ Goodie Shop 
Wedding Ca\es a Specialty 


Baltimore. Md. 






108 W. Lexington St. 
1 114 E. Baltimore St. 


Your Suburban Theatre 



Where WelUDressed 

College Girls 
Buy Their Apparel 



Home of 


31 W. Lexington St. 
PLaza 2524 




The Only Place to Eat 

York Road at Pa. Ave. 

Towson, Md. 








Since 1913 


227 N. Howard St. 
"That smart Howard Street shop" 
chosen by so many clever young 
things who want the same chic in 
their Frocks and in their Hats. 



Manufacturing Jewelers 





Baltimore has learned that if it 
is new — and smart — Stanwick's 
introduce it. The most dis- 
tinctive Coats and Frocks in the 
new silhouette — are showing 
now. Moderate prices. 


204 W. Lexington St. 

SUBSCRIBE !!!!!!! 

Drugs Rx 


Prescription Druggists 

Headquarters for School Supplies 

L P. Binders, 50c. 

L P. Fillers, 3 for 25c. 

(Count the lines per page) 

Waterman's Fountain Pens and Ink 

Soda 401 York Road Candy 





HAmilton 2078 


"Your Sweetest Neighbor" 




Distinctive Portrait Photography 


519 N. Charles Street 


For Appointment 


Vernon 4624 

Towson 1049- J 





Prompt Service 

York Road and Burke Avenue 



Visit Our 

Light Lunch. Confectioneries 

and School Supplies 

Edgar DeMoss, Prop. 

Phone TOWSON 372-J 


"Say it with Flowers" 


Everything That Is Artistic in 


Cut Flowers and Plants 


Founded 1815 


5315 York Rd. Baltimore, Md. 


Your Banking Needs 


Are Courteously 
Supplied at 



tElfe Baltimore Comttg ^snfe 

York Road Towson, Md. 




19 West Chesapeake Avenue 





Trucks and Motor Coaches 

Phone Towson 525 






Where Normal Students Meet 
to Eat 

Delicious Sodas and Sundaes 

124 W. Baltimore St. 

See Them Made 


The Home Store 


is the Tower Light of 

Banking in 

Baltimore County 

Phone Towson 4 




For three score and ten yeari 
Baltimore children have been rid- 
ing safely to school on the street 
cars — a good record of an indis- 
pensable public service faithfully 
performed — a record that must 
be continued. 


Baltimore, Md. 

For Bus Tours and Picnics 
Call The Cray Line, PLaza 5000 

Compliments of 




Remington Typewriters, Rand-Kardex, 
Safe-Cabinet, Remington Accounting 
Machines, Dalton Adding Machines, 
Powers Accounting Machines, Kalama- j 
zoo Loose-Leaf, Baker- Vawter, Line- ' 
A-Time, Library Bureau ) 

Divisions of 


F. J. PERRON, District Manager 
130 W. Fayette St. 
Baltimore, Md. 

When you want Costume Jewelry, 
Necklaces, Earrings, Compacts, Brooches, 
Real Stone Rings or any JEWELRY 
accessories, including HANDBAGS, for 
Street or Evening wear, come to 

The Monroe Co. 

206 W. Lexington St. 

Between Howard and Park Ave. 

"Modern Jewelry at Moderate Prices" 

We will cash your checks 

COAL CO., Inc. 

Domestic, Steaming 
and Smithing Coals 


Lexington Market: PLaza 0266-0269 
Hollins Market: PLaza 1083 



Charles Street at Lexington 

Quality Store 


e have a-> Depart- 
ment devoted ex- 
clusively to work of this 





Hand Books 
Song Books 

•» '8? 
View^ Books 



Producers of this 'Publication! 






, ' f ' i 


®l{^ ®0fer "^tglft 

^arglanh ^Mt formal ^clfool 

at ®ofe0O« 







Founders' Day Assembly 

Echoes Paul Yofe 4 

The Fairy Poet Comes to Normal. Mdry P. Blumbcrg 5 

Our North Poles lAargaret Gorman 6 

The Duty to Adventure Antioch 'H.otes 7 

Who Stole the Necklace? Ruth Burton 8 

My Reaction to the Talkies /. /. Baranco 10 

Faculty Notes 11 

Education in Russia Dorothy K. Merwitz 13 

A Pleasant Surprise 14 

A Trip to the University of Maryland 15 

A Plea Thelma Eanet 16 

Super-Realities Dorothy Rosen 17 

Editorials 18 

Poetry 20 

Potential Authors 22 

School Notes 24 

Athletics 26 

Jokes 28 

Advertisements 32 

^t fofer p3l|t 

Vol. Ill February, 1930 No. 5 

Founders' ^ay c/lssembly 

,jj^OUNDERS' Day is a day that has always been held close in 
the hearts of the Normalites. January 17, 1930, will, for many years, 
be held in no less esteem by those students who attended the Founders' 
Day Assembly. It was an especially worthy day in that we relived a 
yesterday and lived a new day in the history of Normal. 

Senior 8 sponsored a most interesting program, which was an adap' 
tation of the (Original Program of November 19, 1915. 

Musical Selection : Hope March — Papini Orchestra 

Introductory Remarks Marian G. Holecamp 

Presentation of Guests Miss Tall 

Lovely Appear — Gounod Glee Club and School 

Excerpts from the Speech of the Hon. J. Chas. Linthicum, 

RosEALBA Wiseman 
Excerpts from the Speech of Acceptance by Hon. Wm. T. 

Warburton Esther C. Beierfeld 

Solo — Omnipotence — Schubert Elizabeth Hartje 

Excerpts from the Remarks of State Supt. M. Bates Stephens 

Margaret R. Spellissy 
Excerpts from the Remarks of Miss Sara E. Richmond, 

Principal Anna R. Campbell 

Music — ^America and America's Message Glee Club and School 

Address William John Cooper, 

U. S. Commissioner of Education 

Violin Solo Eleanor MacDonald 

Alma Mater School and Orchestra 

March Orchestra 

Among the guests present were: Mrs. Mary K. Tolson, who at- 
tended the dedication in 1915. Miss Martha Richmond, sister of Miss Sara 
E. Richmond, former principal of the Maryland State Normal School, 
and members of the present faculty who were formerly connected with 
the school as students, including: Misses Stitzel, Yoder, Logan, Snyder, 
Rutledge, and MedwedefF, and Mr. Moser. There were four members 
of the faculty who attended the 1915 dedication exercises: Misses Scar- 
borough and Dowell, who were members of the faculty, and Misses 
Brown and Steele who were students at that time. 



The address given by Mr. Cooper will not soon be forgotten. Hav- 
ing spent eleven years of his life as a teacher or supervisor, he spoke of 
teaching as a profession. Three points were considered: the medium 
through which teaching takes place, the training of a teacher in com- 
parison to trades and other professions, and the reward in teaching. The 
medium of teaching is relationships with others, and training consists not 
only of a mastery of subject matter, but an acquired understanding of 
individuality. The reward is a result of a teacher's attitude toward his 
profession and Mr. Cooper stressed the importance of a proper attitude 
toward teaching. He concluded with a story of famous men who had 
been very successful, following up with the fact that after all, school 
teachers made those men. The entire address was an inspiration. 

In addition to the announced program, Mr. Flowers gave a short 
talk, stressing the importance of well-trained teachers. 

We are indebted to Senior 8 for this very successful program. The 
excerpts were given unusually well and I wonder if our faculty, as they 
heard the members of Senior 8 speak, thought, '"We make them." 

E. Lassell Rittenhouse 


1 dropped a pebble from the cliff 
And watched its downward flight; 
Li}{e a winged thunder holt of Jove 
It disappeared from sight. 

I hear\ened well, there on the hrin\, 
"Waiting for some refrain. 
I heard, and wondered if far helow 
There laughed a maiden vain. 

An Alpine shepherd raised his horn, 
A lusty peal he blew; 
Li\e a startled chic\adee on wing. 
O'er hill and vale it flew. 

It smote the dewy mountain side. 

And rattled through the gorge. 

I stopped, and through my mind there flashed 

A blac\smith at his forge. 

Paul Yaffe, 

Junior 3 

^^5he Fairy Poet Comes to Normal 

^^p' EDNESDAY, January 22, the Maryland State Normal School en' 
tertained as its guest and speaker that widely known "Creator of 
Fairies," Miss Rose Fyleman, who, through her charming verses has 
endeared herself to the hearts of grown'ups as well as children. Oddly 
enough. Miss Fyleman made the surprising announcement that although 
she is pleased and flattered that children receive her poetry as created 
especially for them, such is not the case. The fairies were conjured up 
by Miss Fyleman for herself, for, to quote her, she said, "You know I 
do believe in fairies." 

Miss Fyleman stated also that while she believes the writing of 
poetry offers great creative opportunities and experiences to children, the 
results are of no great literary merit, and should have no claim to a 
place in the world of literature. They have been too easily ob' 
tained, and, consequently, lower the child's appreciation of art. It is 
for this reason that the poetess thinks publishing houses should not pub' 
lish these verses as artistic compositions, tho' she does grant that occa' 
ionally a gifted child produces real poetry. 

Contrary to popular opinion, the poet's art involves long and tedious 
effort, for, as she says, "Genius is composed of ten per cent inspiration 
and ninety per cent perspiration." To prove her point, Miss Fyleman 
related an incident connected with her work on "A Fairy Went A Mat' 
keting". You recall the fairy in her crimson gown? You remember that 
she wore it all day long — 

''Hhen gave it to a little frog 
To \eep him warm at night?" 

Would you believe that this charming poem lay incomplete several 
weeks because of the little "frog"? It did. Miss Fyleman simply could 
not think of just the creature to receive the gift the fairy wished to 
bestow, in spite of the fact that she went about enlisting the aid of 
her various relatives and acquaintances. She assured us that it was only 
by dint of great perseverance and much perspiration that the poem was 
finally completed to her satisfaction. 

Miss Fyleman concluded her talk by telling us that along with her 
interesting experiences, she was taking back with her to England some 
American slang and idioms, and we haven't the least doubt but that 
when Miss Fyleman greets her countrywomen with an "I guess", she 
will be received with eyes that look askance, and heads that nod in 
'^'^'orecation. We, too, found her manner of speech most interesting. 

Mary P. Blumberg, 

Junior 4 

Our cNortli ^oles 


J(. T WAS a hot day in May when the question first came to my mind. 
Such a question may seem strange to you for it occurred to me while we 
were studying about Eskimos. As I have said, it was a warm day and 
as the class went on, my thoughts began to wander. The North Pole 
always brought to my mind a picture — a level, icy plain, in the center of 
which stood a rough brown pole about four feet high and six inches 
thick, such a pole as is used in making fences in the city. Now as I 
mused, I thought of my North Pole and smiled inwardly, for, even now, 
although time and again I had been told of the North Pole and have read 
about it as it really is, I still had visions of an actual pole. I was won- 
dering how many people, like myself, pictured a pole up there in those 
snowy regions, when, suddenly my name was called. Need I say more 
than that geography class had continued even though I no longer re- 
mained an attentive pupil? I resolved, however, on some future occa- 
sion to ask my friends about this question. 

The first one I approached had pictured her North Pole entirely 
unlike mine. She had always imagined it somewhat like a flag pole, 
very, very tall. Another pictured the pole as I did but whitewashed, 
instead of brown. My sister, too, had a similar pole in her mind but 
taller, the size of a telegraph pole. Strange to say the next person I 
asked visioned a very thin pole, quite tall and pointed at the top. Re- 
cently I have found a friend who believed the pole to be about four feet 
high and thickly covered with ice and snow. But a still stranger one has 
come to my notice. Some one has confessed to me that her imagined 
pole is brown, very thin and tall, with a little red pennant waving from 
the top! And so it goes, tall poles and short poles, white poles and black 
poles, square and round poles, smooth and rough, pointed and other- 
wise, all kinds of poles are visioned by us who have been positively told 
there is no pole. 

You, too, if you ask, will probably find another set of poles entirely 
difi^erent from those I have described. And to bring the question closer 
home, may I ask what kind of pole is your imagined one? 

Margaret Gorman, 

Junior 1 

^e ^uty to G/4dventure 

JL- ERHAPS THE highest duty of man is to undertake adventures. 
When he has mastered his immediate environment and has insured rea- 
sonable comfort and safety — when he would like to settle quietly by his 
own fireside and cultivate his own garden — the call comes to leave his 
security and venture out beyond the frontier. With most men today the 
command to adventure calls for pioneering in the social or personal, 
rather than in the geographical world. 

"There are men and women to whom adventure appeals more than 
security. In no other field of life is opportunity for adventure so uni' 
versal as in the field of ethical conduct, and nowhere are the results more 
productive of well'being. Is the present cynical contempt of ethical ad' 
venture more than a defensive disguise of cowardice?'* 


"The public would like to know what ethical standards actually 
prevail at Antioch. Here is an effort to answer that question. If An- 
tioch freshmen are characteristic, it is because of the manner in which 
they are selected. Very careful study is made of each application. If 
marked limitations of character appear, rejection follows. Since mem- 
bers of the admissions committee feel greater assurance in judging schol- 
arships than in judging character, evidences of intelligence and good 
scholarship weigh heavily. 

"Most Antioch freshmen have good personal standards, but have 
twilight 2;ones between good and bad, within which conduct is determined 
by prevailing custom. They are confused by the present flux of opinion 
as to moral standards. Among them are a few students of very com- 
monplace outlook. 

"College years bring many changes in ethical temper. Sometimes 
naturally weak students from sheltered environments quickly deteriorate 
in an atmosphere of freedom; they seem to select every undesirable ele- 
ment of their surroundings. In many other cases students grow steadily 
in purpose and discrimination — the fundamentals of fine character." 

— Vrom Antioch ~HfiUs. 

Who Stole the cNecklace? 


o. 8 CAR Stopped on Monday morning at the Normal School en- 
trance. Passengers looked enviously at the flushed and excited student 
as she alighted, alone. There was a reason why Betty had come very 
early on that particular day. She had passed the week-end at home, and 
it so happened, her birthday at the same time. Rushing madly across the 
campus, she burst into Newell Hall and on up to the third floor without 
pausing even at the "Helios" of her many friends. Straight to her room 
she hastened and flinging the door open exclaimed breathlessly, "Oh, 
Jean, I-Fve had the best time! They gave me a birthday party, but that 
wasn't anything compared to what Dad gave me! Oh, guess, guess, 
what it is! No, no, you'd never! Just look here!" And Betty, with 
nervous fingers tugged at the lock on her neat black case, which easily 
identified her with its white and gold M. S. N. S. seal. And then reach- 
ing down among its flimsy contents, Betty drew forth a small wine-col- 
ored velvet box. Her cheeks grew rosier and her eyes brighter as she 
opened the case and held forth its glittering content for Jean's approval 
In that instant anyone could have seen that Betty was no variant from 
her sex in her love of jewelry. But yet, who wouldn't have raved about 
a necklace like that one. Thus thought Jean, as she gazed wistfully, 
and yes, a little enviously at her friend's treasure. However, being rather 
a quiet, unemotional girl, she merely said calmly, "It is perfectly lovely, 
Betty. Your father must have spent a lot of money for it." Betty 
laughed, "Oh, no dear. Dad didn't pay a cent for it. That's what makes 
it so valuable. Money couldn't buy this. It's an heirloom. My great, 
great, great grandmother once sang in the court of Spain and the neck- 
lace was given her by the Queen. It has been in our family ever since. 
I am going to keep it locked in my trunk. I wouldn't lose it for the 
world." "I wish something like that would happen in our family, 
sighed Jean, "everything is so commonplace," and her eyes roved, un- 
seeing, over toward Miss Tail's house. 

Betty was still fondling her gift, when Jean jumped from the win- 
dow sill and seizing an armful of books cried, "Did you hear that, Betty? 
Nine o'clock and Music first period! Miss Prickett will choke us!" The 
bang of the door cut ofl^ her last words. Betty reluctantly replaced the 
necklace in its case and locked it securely in her trunk, and followed her 
chum to class, tho' her mind was certainly not on her lessons. Sev- 
eral times during the day, Betty was reproached by the teachers for in- 
attention, but even this could not dampen her exuberant spirits. 

Next morning after breakfast, Jean, who lingered in the foyer to 
glance at the paper, reached her room a few minutes after Betty, to find 
the latter tearing about the room like a caged animal. Clothes were 
everywhere, bureau drawers ransacked, beds disordered, and in the midst 



of it all, Betty, with wild eyes, shouted, "It's gone, gone, I say. I just 
opened my trunk to look at it once before class and it's not there!" Bet- 
ty's voice broke in a sob. Then she shrieked hysterically, "My necklace, 
oh, Dad, it's gone! There's been no one in here this morning and I 

haven't shown it to anyone but you and " As tho' an idea had 

just come to her, Betty grew suddenly silent and looked anxiously at 
the other girl; and Jean interpreting that look and reading her friend's 
thoughts, slowly turned white. With tears very near the surface, she 
left the room. All day long she kept thinking — "Is it true? Can Betty 
really think I took her necklace? What has happened to it? Oh, if only 
I could find and return it!" 

Betty and Jean did not speak for several days and meanwhile Betty 
had spread ugly rumors so that now Jean was the subject of suspicious 
glances and rude remarks, too easily overheard. Clara Mae, across the 
hall, was very sad during these days when her two best friends were 
unhappy. Despite the way affairs looked, she would not believe Jean 

Each day found Jean more perplexed and worried. She could not 
pu2;2;le it out. It seemed as if she were living in a horrible dream. She 
grew thinner and her usually good marks fell below average. There fol' 
lowed sleepless nights after which Jean would be seen with dark circles 
under her eyes. And then came THE TilGHT. 

Clara Mae, who had been tossing on her bed and dreaming of a 
diamond necklace, woke with a start. "Oh, I just imagined I heard 
something. I am letting my nerves get the best of me," she tried to con- 
vince herself. But as she glanced out of the window at the pale moon 
riding high in that cold and distant sky, she heard the same rustle and 
the creak of a board. Now, she became curious, and knowing certaiinly 
it was not Miss Sperry, or Miss Gross at such an hour, she tiptoed to the 
door and softly opened it. A little way down the hall, a slender figure, 
in night clothes walked stealthily along. Without thought, Clara Mae 
proceeded to follow it. When the night-walker reached Richmond Hall 
Parlor and bent over one of the chairs, her pursuer caught the moon- 
light streaming on her face and she almost screamed as she recognised 
Betty. Her first impulse was to call Betty, but she remembered that no 
sleep walker should be wakened. But then, what was Betty doing? 
She was lifting the seat from the chair and had brought into view a 
diamond necklace which she caressed lingeringly. Tho' Clara Mae had 
never seen it before she knew immediately what it was. Things cleared 
in her brain as she hastened noiselessly back to her room thinking how 
glad Jean would be in the morning when the mystery was solved. 

Ruth Burton, 

Junior Seven 

cMy Reaction to tKe Talkies 

,J^^ LTHOUGH I do not profess to be a dramatic critic, I nevertheless, 
wish to express my candid views on the possibiUty and success of the 
talkie remaining a permanent innovation in our modern life. 

This article was motivated by the lack of reply to the superfluous 
deluge of letters that have repeatedly appeared in the newspaper col' 
umns, vehemently ''knocking" the talkies. The pessimistic writers of 
these letters remind me of the type of person who called the first street' 
car a diabolical contraption, who said the first airplane was an imprac' 
ticable device and who regarded the advent of the radio with ridicule. 

The talkie, let me remind these ''knockers", is in its embryo stage 
and criticism should not be directed at it until it is given a fair trial. 
Considering the short time since the talkie was introduced, I think that it 
has spoken well for itself and has given genuine entertainment. 

Like any other innovation that is newly placed on the market, it 
possesses defects which will, in time, be eliminated. Many attribute 
these imperfections solely to the sound'reproducing apparatus and not to 
the suitability of the actor's voice to the talking screen. 

In the recent all-talkie, "The Dummy," all the facial movements of 
the actors were simultaneous with their voices except those of Ruth Chat' 
terton. Her voice seemed to be a second or two behind the movement of 
her mouth. If this defect could be attributed to the mechanism, then 
why didn't it occur in the other actors? The trouble with many persons 
when criticizing is that they attempt to place the blame where it doesn't 
belong which indicates lack of forethought, concentration and judgment. 

Before the advent of the talkie the movie fans weren't patronising 
the theatres as previously. They were over-stimulated with silent pic 
tures. They were becoming tired of seeing the feature presentations 
with the same plots; of seeing comedy degenerating into slapstick because 
old ideas were exhausted; of seeing newsreels that were uninteresting. 
The people were, in fact, relying upon the legitimate stage for genuine 
entertainment, and the movie seemed obviously doomed. Along came 
the talkie. It not only has regained the lost prestige the screen enjoyed 
years ago but has established records with such pictures as "The Broad' 
way Melody," "Singing Fool," "Rio Rita," that the silent screen never 

So gratifying, thus far, have been the results of this innovation that 
prominent men of the cinema are investing fabulous sums in this field 
and are contemplating the rejuvenation of the motion picture industry. 

In conclusion, I shall present an excerpt from William De Mille's 
comment on the talkie from Scribner's Magazine. 

"If the talkie realizes its possibilities it may well become the greatest 



of all popular arts; it will carry the full benefit of spoken drama to mil' 
lions who otherwise would not see a good play properly presented, and 
at a price which will not tax the modest purse; it will make a real na' 
tional theatre possible; it will become a standard of speech for the whole 
people; it will foster the growth of dramatic taste in the general public 
and will help them grow to be an appreciation of the spoken word." 

It seems to me that the talkie is here to stay, but, as I admitted pre 
viously, I am no dramatic critic and I may be wrong. 

J. J. Baeianco, 

Junior 3 


G/4n Impression 


j£he last word in the field of education has not been said yet. To 
this statement I think we are all agreed. Even so, it is not my purpose 
here to predict from whence the last word is to come — that is far beyond 
my humble gifts. But I do believe that I have learned from whence my 
next lesson in education must come. 

For five years I have been a conscientious apostle of "lives sublime" 
and "footsteps in the sands of time" only to have each youthful disciple 
depart from me more conversant with the intricacies of a popular make 
of automobile than the machinery of our government. Similarly the 
purity of our favorite brand of soap is without doubt much commoner 
knowledge than the principles of discount. He may still be ha2;y as to 
whether one removes his cap in a public building but everyone knows 
just what is a respectable distance to walk for a refreshing draught of 

Yes, for higher education I must doff my hat to the commercial ad' 
vertiser. Catchwords and clever phrases in a land and era of slogans 
have been my undoing. But, like the Ancients, when I find an enemy 
too powerful to combat, I take him to my bosom and use him as a 

This brings me to the original purpose of this paper — ^to give my 
impression of Normal. I present it now for your approval. Like most 
phrases it has been commerciali2;ed and perhaps you have heard it before 
— ^but to me Normal says, "I will take anything you have and give you 
anything you want". — Does it fit? Our slogan is Adaptation. 

Harold E. Moser 


cNew Opinions 

"It is no wonder that the grounds and buildings of the Maryland 
State Normal School have been made so lovely," I mused a few days 
after I became a part of its teaching staff. "An appropriate setting had 
to be created for the cordial and sympathetic attitude of its faculty, the 
splendid spirit of its student personnel, and the elevating principles for 
which this institution stands. Now I understand why my Peabody 
friends rejoiced with me over my new position." 

Patty Blair 

^e Honor Society 

j£he Chi Alpha Sigma Fraternity of the Maryland State Normal 
School honors those students who show that they possess a combination of 
strong qualities. Selection is made from the list of students who average a 
"B" grade or more in scholarship if they meet the other requirements of 
good character and achievement in the student life of the school. 

Some of the questions asked by the electing body are: 

Which of the students in the list have shown the ability and dis- 
position to assume responsibilities in extra-curricular activities? 

Which students have given evidence of initiative and dependabihty 
as leaders? 

Which students have used their influence in maintaining the high- 
est standards of the school? 

Which students have shown a particular gift for working with chil- 
dren in the elementary school? 

Five percent of each year's graduating class is eligible to election 
in the Honor Society. Six new members will be initiated at the Feb- 
ruary meeting. They are: Louise Benner, Charlotte Freeman, Mildred 
Jost, Evelyn Shaeffer, Helen Titter and Mary Louise Zschiesche. 

Slx more members of the senior class will be elected in the middle of 
the third term, as well as some of the outstanding Juniors. 

There are three regular meetings during the year. In addition to 
the social side of the meetings, there is a serious side. Reports are made 
on the progress of the research being made into the history of the coun- 
ties of Maryland. Interesting material not found in text-books is be- 
ing collected for duplication. Three county histories are already com- 
pleted and are for sale in the book-store and to members. Another pro- 
ject is being started for those unable to take part in the history project. 

We have an interesting speaker for each meeting. Three assembly 
speakers of note have been provided by the fraternity each year. The 
Honor organization should be a real force in the school. 

Minnie V. Medwedeff 

Education In Russia 

.JCerhaps some of you will be able to recall a talk given by Miss 
Brown on her trip to Russia at an assembly some time ago. She dc' 
scribed to us Russia's factory system, telling us that the factories were 
all run by the government. She told us a little about the schools, but 
not very much. In our recent History of Education classes we have been 
making a study of education in other countries. It was my good fortune 
to be assigned the educational progress in Russia. I found material so 
interesting that I felt I would be selfish unless I gave the information I 
have found to you. Would you also like to hear about how Russia is 
educating her people? 

The new program for education was drawn up in 1918. It made 
pre'school education for children from three to seven years, elementary 
education for children eight to twelve years, secondary education for 
children thirteen to sixteen years, free, obligatory, and universal. Higher 
education is not free but provision is being made for poor students to 
attend. Russia has coeducational secular schools for everyone, but if 
there are not enough places in secondary schools for all who apply, pref' 
erence is given to children of the poor. 

They have done much, also, for the betterment of Rural Education. 
In the years 1928-9 in Ukraine 60% of village children were being ed' 
ucated. The curriculum is so organised as to meet the problems in the 
work of the local environment. 

In Kaluga Gubernai is a volost in which is located a children's col' 
ony with its secondary school, a musical and social center, a museum, and 
library. Thirtyfive villages depend for guidance upon the colony. With' 
in a mile or two of each village there is a school. In all there are thirty 
four village teachers for six hundred and seventeen village children, thir' 
teen elementary schools, seven kindergartens, and a secondary school in 
addition to the colony school. The projects developed in this volost are 
the direct outgrowth of a very real living together. The director of the 
whole group is Stanislaus Shatsky, one of Russia's very fine educators. 

The entire school program is under the direction of a peoples' com' 
missariat of education. The commissariat has local departments. Each 
local soviet has a special committee on national education. The commis' 
sariat is subdivided into eleven different departments. Some of them 
correspond to our Boards of Education. 

This experiment of Russia in her desire to educate the masses is 
succeeding so far. Time alone will tell whether she is placing her trust 
wisely or unwisely in her poor people. 

Dorothy R. Merwitz, 

Senior Three 


cA Pleasant Surprise 


ERE ANY of you present at the meeting of "Young Voters' League" 
last January 7th? If you were, you will agree with me that it was a most 
enlightening experience. 

The truth is we members could hardly wait till the meeting day ar- 
rived. We scented battle from afar. This was the situation — a month 
before we had listened to a Chinese youth defend his nation's part in 
the Sino-Russian controversy, at the same time attacking Russia. Now, 
a Russian youth from Hopkins was coming to us to tell about Russia's 
side of this question. 

We were very much excited for the Russian student was to be 
present when the minutes of the Chinese boy's talk would be read. We 
expected fireworks! 

More than that, we expected this Russian student would possess a 
ferocious black beard. Imagine then our surprise, shall I say disappoint- 
ment, to see a mild, good-looking youth, slip quietly into a chair a few 
minutes after the meeting opened. In almost perfect English he told 
about Russia's attitude towards China and her reasons for her point of 
view. This is what he told us. 

In 1924 a treaty was drawn up between Russia and China. It had 
two essential parts. First, that the Chinese-Russian Railroad was to be a 
purely commercial enterprise and in no way connected with the Chinese 
State. Second, that the officials of the railroad were to be mainly Rus- 

The real cause of the arrest of the Russian manager of the railroad 
was not, as the Chinese claimed, because he helped spread propaganda 
among the Chinese, but because he refused to transport Chinese troops 
without pay. China has no right, he contended, to accuse Russia of 
spreading propaganda, as she has found no real proof of Russia's guilt. 
On May 29, 1929, the Russian officers of the railroad held a conference. 
The Chinese raided the conference and arrested forty men. The Chinese 
then searched for incriminating documents but found none of importance. 
They, nevertheless, arrested the Russian Consul, releasing him later be- 
cause of lack of evidence. 

A very interesting fact, which Mr. Tepper brought out, was that 
while China is accusing Russia of spreading discontent against the 
Chinese government by inciting the Chinese, the Chinese are permit- 
ting the White Russians in China to plot against the overthrow of the 
present Soviet Regime. China accuses Russia of breaking the Non- 
Propaganda Treaty, and Russia accuses China of breaking the same 
treaty. I wonder who is right? 

After the raid, Mr. Tepper asserts that Russia took conciliatory 


r HE row ER LIGHT 15 

steps, but that China would not listen. Russia then sent an ultimatum 
demanding that China restore diplomatic relations to their former status 
and release all Russians held in custody. China replied to the effect 
that when Russia released the Chinese under arrest, the Chinese would 
release the Russians. 

China accused Russia of raiding her territory, but Russia replied 
that it was only in order to keep her independence that she invaded 
Chinese territory. Russia says that though no formal declaration of 
war had been made, China has herself directed many petty attacks on 

At present, a conference is being held to settle the dispute. Thus 
far, all settlements are in Russia's favor. 

Dorothy K. Merwitz, 

Senior 3 


CA Trip to the University of Maryland 

JU^kukps you remember a particular Saturday when the weather 
had suddenly changed from mild breezes to icy winds. Maybe you had 
planned a trip away and were forced to postpone it, maybe you hadn't. 
At any rate, the Rural Club and Rural Life classes under Miss Brown's 
guidance, had planned a trip to the University of Maryland in order 
to understand better the work of the Extension Department, and with 
that in mind not a thought of postponement entered their heads. 

On arriving in College Park the Normal School students were cor- 
dially greeted by Dr. Cotterman of the University. Since the weather 
did not permit an outdoor tour of the grounds. Dr. Bomberger, Dr. 
Patterson and Dr. Small told of the experimental agricultural work of 
the school, the history, growth and present status of the extension serv 
icz and also the relation of this work to rural teaching. 

When this work had been fully discussed, the students were taken 
to the temporary recreation building of the university girls. Here, Miss 
Curry Neriss, a senior, told of the very interesting Home Economics 
course which they offer. One phase provides for six girls to live in a 
cottage on the campus for six weeks at a time. During this time, they 
take coiiiplete charge of the housekeeping. Not only the selecting and 

16 r H E row ER LIGHT 

buying of foods is done by the girls but also the cooking. One girl acta 
as hostess each week and one in this time must entertain several members 
of the faculty at a dinner. This is a rich experience for the future house 
■wife and a pleasure for the college girl. 

On leaving the recreation building, we were taken to lunch in a guest 
dining room, above the main dining hall of the school. After luncheon 
Miss Gladys Bull, another senior, told the group of the many organiza- 
tions of the University students. 

Finally, farewells were said, and appreciations expressed by the 
Normal School students. A very delightful and enlightening trip was 

Muriel Fox, Senior 10 
Virginia Brannon, Senior 10 

CA Plea 

Life, we try to understand you — 
Slow down a moment — help us — please — 
Tou run so fast, you leave us hreatlrdess 
'You throw our questions to the breeze. 

Can't you see our hearts are bursting, 
Any second they'll explode? 
Oh, Life, it is for you we're thirsting, 
We beg for more, for more! for more! 

Thelma Eanet 
Senior 3 


U/H/'E ARE SO accustomed to the drab commonplaces of everyday life, 
that when one of the super' realities of life: art, love, or religion sudden' 
ly confront us, we are prone to take them for some sort of an illusion, 
for a sub'reality. It is only when we contemplate the eternal and the 
timeless that we recognise that what we take for realities, are actually 
ugly illusions that society is afraid to reexamine. The realities are the 
world of love, art, religion. 

Take a typical example of a super-reality in art. On a cloth screen, 
illuminated by a projection lantern, an absurdity in collapsible shoes 
slithers through moonlit alleys lined with ashcans, rescuing kittens and 
waifs, foiling desperate villains, defying gargantuan policemen. As we 
watch, the incongruity of the situation vanishes. There slowly drifts 
into our consciousness the reali2;ation that the pirouette of that pliant 
cane, the fathomless shrug of those shoulders, the lifting of that smudge 
of a moustache are real in every sense of the word, far more real than 
the low whine of the crowd, the tinkle of the piano, the sputter of the 
projection machine. We rejoice in the deception. We praise the little 
comedian for the greatness of his comic art. 

During the past Christmas, I ran into another super-reality — ^the 
world of children. We usually think of a child as an unfilled vessel, 
waiting to have knowledge poured into it. We forget, however, the 
child's freshness, his visions, his ecstatic joys. Only after observing a 
group of unspoiled youngsters do we understand the poets and the psy 
chologists who urge that humanity turn from its worldly ideas to the 
fresh consciousness of the child. 

In the world of children during Christmas, there are no hectic 
tours, no hypocritical messages, no giving of useless stereotyped gifts, 
indeed, nothing that smacks of sordid commercialism. Instead the chil- 
dren make gifts for their parents that are not the banal gifts of the 
everyday world. They are the fairy creations of child-land, works of 
art, conceived with a boldness of invention, and executed with a breadth 
of design that are staggering. What if to our eyes they are distorted, 
lack perspective, are queer little knick-knacks? The sincerity of their 
creators raise them above the tinseled sham of adult hypocrisies. It is 
with a sigh that one turns away from child-land to the baseness of 
adult-land. One is obsessed by the desire to see men and women take 
their world as unselfishly as these children take theirs. 

Dorothy Gertrude Rosen, 

Senior 2 

StudenPteaching in the }{indergarten, Miss Thompson, School Tsjo. 63 



Published monthly b^* the students of the Maryland State 
7\iormal School at Towson 


Evelyn Schaeffer 

Fannie Dryden 

Sylvia Rosenberg 

Mary Hanley 


Jerome Denaberg 

Lilll\n Scott 

Typing Staff 
Anna Rischka 

Business Manager 
Samuel Agree 

Edward Goldstein 

Katherine Church 

Circulation Managers 


Adfertising Staff 
Esther Benesch Thomas Henry Helen Patz 

Frieda Ruthka Nettie Eisenberg 

$1.50 Per Tear 

20 Cents Per Copy 

Tlie Glamor of tKe Unknown 

j£^ here is a challenge in the unknown that appeals to all of us and a 
curiosity in all of us that keeps us interested. It is the haziness about 
the distance that makes it alluring. The most commonplace things re- 
main keen points of interest as long as they are untried. The other per' 
son's life is fascinating; his daily chores are pleasures not drudgery, be' 
cause we have never experienced them. 

It begins when we are babies — this craving for the unknown. The 
bright toys in the store windows are much more desirable than similar 
ones at home. We forget that other wagons have become tiresome, and 
tops refused to spin, and that bright paint is easily scratched off. The 
new would act differently we are sure. 

And so throughout our life always it is the distant lands that are 
fairest; the locked doors that shut in the wonderful treasures; the tomor- 
rows that will bring the greatest surprises. 



We would not change it, if we could, because it is our imagination's 
picture of the unknown that makes us advance. We try new things, 
we visit new places, because of the charm surrounding them. And when 
the glamour dulls around the once unknown, which has become familiar, 
we see other untried quests illuminated by the unknown's magic light. 

Mary E. Hanley, 

Senior 4 

Teaching As I See It 

j£^ HROUGH MY contact with many teachers, books, and other authori' 
ties on the subject I find there are many fascinations and advantages in 
the teaching career. 

Some of the many, as I see them, are given here. First, the teacher 
who holds a recognized certificate is able to get in schools nearly all over 
the country. Because of this she travels and through traveling she can 
study the geography before her. Second, teaching does not hold the 
teacher down just to reading, arithmetic, and writing, but it gives her 
room to spread into another field. If she chooses, she may write books, 
short stories, reviews, or magazine articles. While in the classroom she 
can study the children and there she has real cases for further psychology 
work and community health study. Third, as in most places, school is 
open ten months a year, this gives the teacher two months to do further 
study or to teach in summer schools. Finally, teaching is a source for a 
fair income upon which the teacher can live and to which she may al' 
ways turn. 

In the many, untold, fascinating experiences with children, which I 
have had in my student teaching I am, even now, ready to concede that 
"Teaching is the greatest profession in the world." 

Mildred Jost, 

Senior 11 

On Note-Taking 

Jl^j ECENTLY I read an article on note-taking which I think is enough 
worthwhile to pass on to you. According to its author, notes on lectures, 
hastily taken, are not worth the paper they are written on. He claimed 
that the very best thing for making notes is the margin of a postage 
stamp, and that the next best thing is the back of an old envelope. His 
argument was this: "The space for writing is too limited to encourage 

I suppose we have all found out, by this time, that he is right. I 
wonder how many of you have ever done this: started to take down, 
word for word, what some one of your teachers or a lecturer has said, 


only to find that, by the time you have written the first four or five 
words spoken, the speaker has gone on and left you far behind. Then, 
in an endeavor to find out what has been said, you bother your neighbor 
by making inquiry. I know I have done this very thing. Confess, 
haven't you? 

Well, what good does this sort of note-taking do you? Of course, 
you may say, "I manage to get some fine notes." But do they mean 
anything? Did you get the idea the lecturer was trying to give, or 
did you take down words only? 

Think it over! What sort of note-taker are you? 

Katherine Church, Senior 6 

In Dis^usto 

Rdfn — cold, drizzling, wet, 

Falling, stopping, ever 'Starting. 
Clouds — gray, dirty, filthy, 

Stic\y, nasty, cloudy. 
Another Sunday shot 

'Weather men — hums, loafers, incompetents, 
Joy\illers, prevaricators, not to say liars 

Fair tonight — and Sunday — oh, yes! 
Today: increasing cloudiness 

Sunday gone again. 

George Neumeister, Jr., Senior 7 

ojyiusic of the Rain 

There is something that delights me. 

In the music of the rain 
As it flits upon the pavements 

And reechoes down the drain. 

As it slips from the eaves 

Upon the earthen roof helow 

Its steady drumming rhythm 
Seems to wa\e inside a glow 

Of something I cannot portray 
As I gaze through glistening pane. 

It ma\es me sigh for nobler things, 
The music of the rain. 

Catherine C. Carroll, Junior 1 



And thou, my conscience, says do this 1 must 
Or else lose all for which I daily pray 
But still my outer self retains a lust 
For that with which to lengthen the delay 
To ponder this and that, to spend my time 
In idleness, my thoughts toward pleasure bent 
Until I start! and mournfully repent 
To wish my time with duty I had spent. 

Jean McLaughlin, 

Senior 10 


Li\e the misty gray of doves wing 
Floats the smo\y veil of dawn. 
Then a faintly pin\ suggestion 
Flashed a moment then was gone. 
Then another softly stealing 
Dared to fling a broader ray 
Such a miracle of beauty 
Heralds every opening day. 
Soon a rosy mass of color 
Shows upon the horizons rim 
Paling any master s canvas 
Rend'ring man-made pigment dim. 

M. C. Weber, 

Junior 2 


^he Fate of the Jell-o I^abbit 

The old soldier and the rahhit sat 

Having a little sociable chat 

The Rahhit was Jello. the soldier was tin! 

Bunny was fat, the soldier was thin. 

The soldier was perched on a white marshmallow 

He said to the rahhit, "I'm fond of Jello." 

"Yes," said the rahhit, "I'm very sweet," 
But I'm not good for tin soldiers to eat." 
I am here for the children and not for you," 
"I," sighed the soldier, "should li\e some, too." 

Outside the children were running about. 
Soon to the party they came with a shout. 
The hostess looked, with shoc\ed surprise, 
The children stared with tearful eyes 
It was clear to them, as plain as Fate, 
There was nothing left on the bunny's plate. 

Class 6B, Howard Park School 
Written after reading ''The Duel" — Eugene Field 


^he Terror 

Behind the clovAs the moon san\ low, 
The wind was whining o'er the moor. 
The trees were bending lil{e a bow, 
All night long the gust did roar. 

The Terror rode down the cobblestone street. 
His spurs san\ deep in the horse's side, 
The spar\s they flew from the charger's feet. 
But still he \ept on his furious ride. 

He wore a dar\ red velvet cloa\, 
His rapier flashed li\e a strea\ of light 
His white teeth glittered when he spo\e 
He sped li\e an arrow into the night. 

Written by Class 6 B, Howard Park School 

after reading "The Highwayman" — T^oyes 




One day I was playing with my dog on the front lawn. I had my 
glider. When I shot it in the air my dog was frightened and ran away. 
Finally I found him trying to get out of a mud puddle. I tried to get 
him out, and in doing so, I slipped, and fell right in the puddle. When 
I got out I looked at the dog and myself and wondered who was the 
muddier. When my mother had looked us over she suggested that we 
take a clean bath next time instead of a muddy one. 

Dick Rutter, 5B 

School 218 


My name is Mike. I used to live in Read's Drug Store. One day 
a little girl came in with her father. She was so attracted by my beauty 
and my beautiful golden hair that she bought me. She brought me to 
a beautiful house on Plateau Avenue and built me a glass house. (They 
say you're not supposed to throw stones if you Hve in glass houses.) 
There were stones in the bottom of my house, but I did not throw them. 
One Saturday (as they say Saturday is always the day for a bath) my 
mistress gave me a bath. She got some mud from the garden and put it in 
a pail. Then she put some water in. Then she put me in. I like mud 
very much. I Hke the bottom part best. I went to get some mud and 
got stuck. This experience was too much for me. The result was that 
in two weeks I was a little fish angel. 

Robert Shepherd, 4A 

School 218 


Near Douglas Lake, where we go in the summer, there is a lake 
called Mud Lake. Now this is not like any other lake, for it is filled 
with mud, with little islands that one can step on. Between some of 
these islands boards have been stretched. 

My father was on a collecting trip at this lake and saw some snails 
that he wanted at the end of one of these boards. He started to get 
them when he slipped and fell, down, down, down, into the mud till it 
was up to his neck, but he hadn't nearly reached the bottom yet. He 
was lucky enough to catch hold of the board. There he had to hang 
until someone came to the rescue. 

Ever since that time, they call that spot Cort's Fall. 

I think that was a pretty good mud bath, don't you? 

Dorothy Cort, 5B 

School 218 

Continued on page 25 

CAjn Evaluation 

"We gratefully acknowledge receipt of The Tower Light for 
January. Our opinion of your magazine: It seems always to retain 
the fine level of high quality set by the first issue. The two editorials, 
'The One' Way Street' and 'The Lowest Level' were high spots in this 

Very truly yours, 
Ina R. Lyman and Lee E. Holt, 
Exchange Editors of The Toiuer Dud, 
Tower Hill School, Wilmington, Del. 

January Birthday Party 

JL^oes it pay to advertise? 

Ask those who attended the January birthday party, or rather ask 
Margaret Brown. She will tell you it certainly does, because she won 
the prize of a cute little snow man, for "knowing her advertisements." 

It was just another game, but oh, what a game and what fun trying 
to join the right advertisement with the right picture; resulting in some' 
thing like this: The Skin You Love To Touch connected with a picture 
of a room covered with linoleum. 

This was just one of the many delightful things that happened in 
Richmond Hall during the January birthday party. There was the fun' 
niest old snow man standing on a table in the back of the room and 
what do you think happened to him? Instead of melting like a regular 
snow man would, he pulled apart and was toasted over the fire in the fire' 
place, because he was nothing but marshmallows. 

Little marshmallow snow men were given to all the "birthday 
people." Some were toasted, but there was one in particular who 
escaped the fire, and why — because whoever heard of toasting a man. 

Lucille Miller 



Treasure Hunt 

On Thursday, January 9, Senior 4 had its first social "get together" 
of this school year. The social side of this year has been delayed due 
to the fact that we were student teaching during the first term. 

As a result of a section meeting directly after Christmas the entire 
section, including, of course, Miss Van Bibber, turned pirates. Clad in 
galoshes, sweaters and warm gloves we scoured the campus, the farm and 
the glen, for clues yellowed with age. 

When the treasure had been discovered the entire group retired to 
appease their hunger. Songs, jokes and games were then in order. 

Of course, even a Treasure Hunt has its educational values. If you 
doubt me — ask Miss Van Bibber about — "barns." 

M. Dunn, 

Senior 4 

Potential c/lutKors 

Continued from page 23 


One night about a year ago, I was awakened in the middle of the 
night by a noise. It sounded like light footsteps under the dining room 
window, which I had left open that night. In a minute they were in 
the dining room. They entered the kitchen and then suddenly stopped. 
I got up as quietly as I could. I called the police to have them send 
out some policemen. In about ten minutes the doorbell rang. I an' 
swered it and found two policemen. They looked in the dining room 
and found nothing. Then they looked in the kitchen and right under 
the stove was a big dog. The policemen came back and told us that 
it was a false alarm, for the only intruder was a dog seeking shelter. 

Billy Marvel, 5B 

School 218 


Girls' Athletics 

j21 he Juniors and Seniors seem to be going in strong for basketball. 
Judging from the practices, the Junior-Senior game this year promises to 
be a good one. Ahhough basketball seems to be the main attraction at 
present, swimming has been progressing rapidly of late. Miss Daniels 
has organi2;ed a club, consisting of twenty-four girls, which meets at the 
"Y" every Friday, and it has been arranged that the pool be used ex- 
clusively by M. S. N. S. girls from 5 to 6 P. M. During this hour. Miss 
Daniels has full charge of the pool, and teaches swimming and diving. 
Points toward athletic awards are given for attendance and progress. 

Another new sport has been added to our list — fencing. Let us 
hope it becomes as big a success as swimming! 


The Profs lost a return game to the Susquehannock Tribe by the 
score of 29 to 21. The game was closely contested until the Tribesmen 
gained a decided lead by a barrage of deadly shots in the second half. 
Normal held its own during the remaining minutes of the game but 
could not overcome the lead. 

rhe contest was played in the school auditorium on January 9. 

juHioR vARSirr basketball 

The newly formed junior varsity basketball team has gradually 
rounded out into a light but formidable quint. A large squad reported 
for the initial practice and the players have kept steadily plugging away. 

After losing two close games to the Pine A. C. and Towson High 
School, the Jayvees struck their true stride against Franklin Day School 
in a game played at Cross Street Hall on January 18. The first half 
was closely played but the Juniors drew away in the second portion. So 
close was the defensive play of the Juniors that Franklm Day could 
garner only two points during the entire second half. 



Lipsitz;, Carliner, Cohen, Woolston, and Bowers exhibited a flashy 
style of basketball for beginners under fire. Summary : 


G. F. T. G. F. T. 

Bowers, f Irwin, f 2 4 

Lipsitz, f..., 1 1 Guilly, f 

Carliner, f Sharf, f 

Jansen, c 6 12 Read, c 2 4 

Woolston, g ..... . Nathanson, g 

Silbert, g 2 2 6 Watts, g 2 4 

Cohen, g 1 2 — — — 

— — — Totals 6 12 

Totals 9 3 21 

Score by quarters: 

Normal J. V 4 5 6 6 — 21 

Franklin Day School 6 4 2 — 12 

Referee — Bonner. Time of quarters — Eight minutes. 


Profs Defeat Blue Ridge 

{^^ WEAKENED Normal School quint traveled to New Windsor on 
January 15 and conquered the Blue Ridge Basketers, 22 to 20. The 
Profs entered the game without the services of Captain Aaronsen, Jan' 
sen, and Trupp, all of whom were suffering from minor hurts received 
during previous practice sessions. 

The Normal School players jumped into an early lead and kept it 
throughout the entire game. There were times when Blue Ridge drew 
close, but the Profs always shot their way out of danger. Possession of 
the ball seemed to be the keynote of Normal's playing. The New Wind' 
sor team seldom had its hands on the ball. 

"Kutts" Davidson showed his real style during the game, his dc' 
fensive playing being of sterling quality. Summary: 


G. F. T. G. F. T. 

Himmelfarb, f 2 4 Baker, f 1 2 

Davidson, f 1 1 3 Crone, f 1 1 

Deneburg, c 2 5 9 R. Barnes, f 5 2 12 

Peregory, g 10 2 Benedict, c 

Silbert, g.. Miller, g 

Dalinsky, g 2 4 Engle, g 1 2 

G. Barnes, g 1 1 3 

Totals 8 6 22 

Totals 8 4 20 

Score by halves: 

Md. State Normal School 12 10-22 

Blue Ridge College 9 1 1-20 

Referee — Jones. Time of halves — ^Twenty minutes. 


You're tl\e Judge 

Junior Three's Tea Dance was prepared in great style. Every dc' 
tail was taken care of except the small, insignificant one of arranging 
for a place to hold it. 

Phillip Aaronsen is said to have stated that he will ship away again 
next summer. The rich experiences which he gained, are supplied as 
the explanation for his desire to become a sailor. Ship a-hoy matey. 

Much to the student's delight, a coat of snow welcomed M. S. N. S. 1 
on Saturday morning. Lois Helm and Muriel Fox put their efforts on 
making a snow man to let the world know that there is some artistic 
ability confined within the walls of M. S. N. S. 

The girls forgot some of their calm indifference and stoical dignity 
when they participated in the joyous, but strenuous exercise of coasting 
from the Ad building to the barracks. 

Edward Goldstein reminds us of John McCormick. This is based 
upon his attempts to give the children the pitch during the morning 

"Pete" Harbaugh has a craving for 1917 Ford Tourings, 
words are as follows: 

"A cold can, 
A fresh wind. 
Snow covered land. 
With just him." 


Dumbness: "How far are you from the right answer?" 
Ditto: "Two seats." 



'Tis rumored that Maryland State Normal School is getting ex' 
tremely popular in the conduct of the monthly dance. There were no 
wall flowers! 

He (as the team goes by) : "Look, there goes Ruggles, the half' 
back. He'll soon be our best man." 

She (grabbing his arm) : "Oh, Jack! This is so sudden!" 


Old Lady: 'T see that tips are forbidden here." 
Attendant: "Lor', Mum, so was apples in the garden of Eden." 
— Pitt Panther. 

Believe it or not — 'by Chester Field. 

There are twenty-five "E's" in the paragraph on the back of a pack 
of Chesterfield Cigarettes. 

History Teacher: What was the Mayflower Compact? 
Student: The Pilgrims used it to powder their noses. 

"Words fail me," muttered the small boy, as he flunked the spell- 
ing exam.^ — The Oriole. 

Fair Co'ed: How do you account for your basketball prowess? 
Auggie: Well, from the day I was born it was bawl, bawl, bawl! 

Last year gas killed 4,952 people. Thirty inhaled it, 922 lit matches 
over it, and 4,000 stepped on it. 


The young man walked down the street, one shoe off and his coat 
turned inside out. A policeman stopped him. 

"What's the idea?" he demanded. 

"Well, you see, it's this way," replied the young man. "I'm tak- 
ing a course at a correspondence school and yesterday those darn sopho- 
mores wrote and told me to haze myself." — Buffalo Bison. 

Teacher: Can any little boy in the class give me a long sentence? 
Little Boy: Yes'm, life imprisonment. — The ^uill. 

Yes, Thomas, freckles are made from sitting in the shade of a 
screen door. — Register. 


Once a Scotchman, an Irishman and a Jew planned a picnic, and 
each was to bring something. When the day arrived the Jew brought 
sausages, the Irishman brought buns and the Scotchman brought his 


Maybe some time, somewhere, a husband taught his wife to drive 
the car without any exchange of harsh words. Such was not the case in 
this family: 

After things had been going anything but smoothly for some time 
the gallant husband turned to his wife in exasperation and said: "I won- 
der why the good Lord made you so dumb?" 

She sweetly answered, "Probably so you wouldn't have to die an 
old bachelor." — V^estern Christian Advocate. 

He: "Why didn't you answer my letter?" 

She: "I didn't get it." 

He: "You didn't get it?" 

She: "No, and besides, I didn't like some of the things you said 

m It. 


Sarah Wliiffebaum was on a visit to the big city. Entering a drug 
store she stepped up to the drug counter and asked the clerk: "Excuse 
me, but are you a registered pharmacist?" 

"Certainly, ma'am," he replied. 

"You have a diploma, I suppose?" 

"Yes, ma'am." 

"How long have you been in the business?" 

"About fifteen years." 

"You use the utmost care in serving customers?" 

"Yes, indeed!" 

"Well, then, I guess it will be all right. Please give me a couple of 
two-cent stamps." 

On one occasion Goldsmith, Boswell and Dr. Johnson were making 

merry in a hay field. 

Boswell: "Sir, how does a horse take his hay?" 

Goldsmith: "Sir, a la cart. You might know that." 

Dr. Johnson: "Why, sir, I don't know as to that. Some horses 

like it a la mowed." — Louisville Courier- Journal. 


Rastus: "Wheah you-all bin?" 

Finney: "Lookin"' foah work." 

Bjistus: "Man, man! Yoah cu'osity's gonna git you into trouble 

Ra\emann: 'There is one thing I don't hke about Stringfellow." 
Raw\uss: "What is that?" 

Ra\emann: "Why, the confounded, lowbrowed, half 'baked idiot 
is always calling somebody names." 

Blue eyes mean you're true. 

Grey eyes mean you're gracious. 
But black eyes mean you're blue 

In several other places. 

— Penn State. 

Teacher: "Your essay is very good, but it's the same as Johnson's. 
What shall I conclude from that?" 

Pupil: "That Johnson's is very good, too." 

First Sun-hather: "Heavens! My wrist-watch!" 

Second Ditto: "Why did you bathe with it on?" 

First Ditto: "It's not that; it's spoiling my sunburn." — Punch. 

There had been a train wrecked and one of two traveling authors 

felt himself slipping from this life. 

"Good'bye, Tom" he groaned to his friend. "I'm done for." 
"Don't say that, old man!" sputtered the friend. "For Heaven's 

sake, don't end your last sentence with a preposition!" 

"I've changed my mind." 

"Does the new one work any better?" 

You would not knock the jokes I use. 
Could you but see those I refuse. 
—The Editor. 

— Tiger Tales 

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MARCH 1930 

Alumni Mumhtx 



^t f Ofer pglft 

(JHH^irgtoh ^Mt formal ^cljnol 
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A Message to Alumni President Lucetta Sis\ 3 

From the Atlantic to the Pacific and Home 

Again Mary Hudson Scarborough 5 

A Vision Charlotte Freeman 7 

A Glimpse of Philippine Education . . Sally Lucas Jean 8 

A Tribute Hanna Coale Hayward "27 9 

Notes from a Principal's Experience, 

George W. Schluderherg 10 
The Principalship; Its Possibilities and Limitations, 

An Alumnus '24 1 1 
My Normal School Training As I Have Been Able 
to Apply It in My High School Training, 

Adelaide C. Clough 12 
Normal Trained Mothers Desire to Learn, 

Anna S pic er Beaumont "12 13 
A Mother Looks at Normal School, 

Caroline R. Ritter '23 14 

A Flying Teacher Helen V. Cox '23 15 

Songs or Sanatoriums Iva Heath '28 16 

Teach Geography! Frances Grimes '24 17 

Music Outcomes Elizabeth Van Sant '28 17 

A Glimpse of Columbia's Campus, 

Helen L. Teeter '99 17 

Library Larks Mary L. Oshom 18 

'What Is Progressivism in Education? 

Allan Hulsizer 20 

A Night in Cuba Louise Benner 22 

An Opportunity Hortense E. Freud '27 23 

Poetry 24 


Does Absence Make the Heart Grow 

Fonder? Lida Lee Tall 26 

A Reminder Mary Hanley 26 

Art Applied in Schools Elsie Hichew Wilson '08 28 

Hidden Lake Eleanora Bowling '28 30 

Montebello School Writers 32 

Contributions from the Campus School 34 

Alumni Notes 36 

Athletics 42 

Jokes 45 

Advertisements 47 

% f ofucr fx^\]i 

Vol. Ill March, 1930 No. 6 

cA Message to the Alumni 

(Retrospect and Prospect) 

/t//jgynH THE publishing of the current issue of Tower Light, the 
Alumni Association of the Maryland State Normal School at Towson 
passes another milestone. What more natural than a backward look 
to see how far we have traveled during the past year along the course 
we charted, and then a forward glance to see what the next stage of the 
journey should be? 

You who read the message to the Alumni in the March, 1929, issue 
of Tower Light, may recall the fact that the Association set for itself 
two goals (neither of which, however, it was sanguine enough to believe 
would be realized in a year) : first, the creation of a fund large enough 
to justify the employment of at least a part-time general secretary and 
field worker, whose business it would be to take care of inquiries from 
the Alumni, compile lists of books and other instructional materials for 
their use, and visit them from time to time to help them with their prob- 
lems and to bind them closer to their Alma Mater. The other goal — 
perhaps farther off, but none the less attainable if we think it worth 
striving for — was the endowment of a fellowship or traveling scholar- 
ship, to be awarded to alumni who have made a real contribution in the 
field of elementary education. 

So far, no one has suggested either the impossibility of realizing 
these objectives or the advisability of substituting others. The Executive 
Committee of the Association, therefore, in the meetings which it has 
held from time to time this year, has ever kept these goals in view, and 
has been making plans for getting just a little closer to them. But of 
these plans later. 

The report of the Treasurer last June showed a balance of $500.00 
in the savings account, and $177.14 in the checking account of the Asso- 
ciation. Expenses up to February 4, 1930, when the Treasurer made his 
last report, totaled $323.74, including the Founders' Day Celebration, 
which cost $152.78. Balance in the Treasury $145.37, including dues 
for members, and excluding the $500 in savings account. Up to this 
date also (February 4) 197 members had paid their dues for 1929-1930. 
At the time this article goes to press this number has been increased to 


Apparently, we are still some distance from our first goal — 
that of a paid secretary and field-worker, for our expenses this year have 
been heavier than usual, and the number of active members so far not 
so large. If we hope to endow a scholarship during the next few years, 
it looks as if we shall have to rely upon subscriptions and voluntary 
contributions from individual members and from classes, unless the plans 
of the Executive Committee bear richer fruit than we anticipate. 

As a matter of fact, the officers of the Association have realized for 
some time that the solution of the problem of financing a field secretary 
ship lay partly at least in an increase in the number of active Associa- 
tion members, since the main source of income, after all, is in the dues. 
The Executive Committee last December, at the instance of Mr. Owen 
Thomas, Treasurer of the Association, made a study of the files of the 
Maryland State Normal School for all the classes for which the records 
are complete (the classes of 1923-1929, to be specific) to ascertain what 
per cent of the graduates of each of these classes had affiUated with the 
Alumni Association since leaving the Normal School and to see whether 
something might not be done to enlist them more actively in the work 
of the organization. Alumni, ask the treasurer to send you his report! 

A committee composed of Miss Lida Lee Tall, Miss Mary Scarbor- 
ough, and Mr. Owen Thomas (Chairman) is now at work completing 
plans for a membership drive in these classes, this drive to be launched 
some time during the month of March. It is the hope of this committee 
that an increase in the active membership of the Association will justify 
and make possible not only the secretaryship, but will carry us a little 
nearer to the realization of the other objective — the endowment of a fel' 
lowship or traveling scholarship. In the meantime, another benefit 
bridge and five hundred party to be held in the main ballroom of the 
Emerson Hotel on March 1, will, we hope, put between $100.00 and 
$150.00 more in the treasury. 

Alumni Day promises to see the reunion of twelve classes: 1870, 
1875, 1880, 1885, 1890, 1895, 1900, 1905, 1910, 1915, 1920, and 1925. 
A committee has already gone over the class rolls in preparation for 
these reunions, and has been much elated over the prospects for a finer 
reunion than we have had, largely because in nearly all of these 
classes — even the earliest — there are prominent people active and suc- 
cessful in various walks of life, and devoted in thought and act to the 
traditions of the Normal School. Last year the Class of 1919 laid $40 
in Miss Tail's lap, to do with as she thought best for the Normal School. 
For the present this has been deposited for the contingent fund. What 
better thing could this year's Reunion classes do than to follow the ex- 
ample of the Class of 1919, so that our dream of a fellowship may come 
a little nearer to reality? Perhaps next year the president of the Associ- 
ation may use these pages in Tower Light to sing a paean to classes 
who made possible the beginnings of such a fund. 


The president appreciates the indelicacy of a greeting to the Aliitnni, 
iti Which the dominant tone sefems to be a mercenary one. Yet she is 
sure the Alumni also realize the fact that in these days when it is al' 
inbst impossible for any organi2;ation to survive without financial support, 
it is Useless to contemplate a future such as we have pictured for our' 
s'elves without a sound financial foundation. Without money to go 
forward, the path to this larger usefulness and service is blocked. 


President of Alumni Association. 

From tKe Atlantic to tKe Pacific and Home A^ain 

Dear Classmates, School Boys and Girls, Fellow Alumni: 

You all know that I was bom and grew up in close proximity to 
the Atlkntic Oceart and the Synepuxent Bay. They were my best be' 
loved playfellows. I reveled in them. When we read the story of 
Balboa and acted it out iii the old country school yard, the Pacific was 
the Atlantic aS we knew it. Were they alike? Some day I should 

Last summer this childish dream came true. I did see the Pacific 
at many points from Los Angeles to Vancouver. As this was my first 
crbss'cohtinent trip, 1 saw the places and did the things which most 
people usually include in their maiden trip. These experiences many 
of you have had and it will be like "bringing coal to Newcastle" to 
relate them here. However, I fancy, that you would be interested in 
reading some of the things which especially appealed to me, and which 
from time to time as the months go by, like Wordsworth's "Daffodils," 
"flash upon that inward eye which is the bliss of solitude." 

My itinerary included Chicago, Denver, Colorado Springs, Yeh 
lowstone Park, Salt Lake City, Los Angeles, San Francisco, Seattle, 
Vancouver, and the Canadian Rockies. 

En route to the coast I like to recall, in the notorious Chicago, an 
attractive children's Day Nursery built well within a city park; in 
Colorado Springs the climb to the snoW'capped summit of Pike's Peak, 
on July 3, by the cog-wheel railroad route, and the view from that 
elevation (14,109 feet) "of people and houses and cattle and trees" for 
thousands of miles; the Royal Gorge of the Arkansas River, with 
rocky walls extending almost straight up from the river for a distance 


of over 1,000 feet (a suspension bridge, the highest of its kind, has 
just been built to span this canyon); in Yellowstone Park, Old Faith- 
ful Geyser ejecting a column of water from 70 to 150 feet high at 
regular intervals day and night, winter and summer; the lodge pole 
pines, the wild flowers, and lovely color schemes; in the desert of south- 
ern California, the interesting sight at one time of four means of 
travel; old wagon trail, the railroad bed, a state highway and a beacon 
light of an air route; in Los Angeles, my first sight of the Pacific Ocean, 
from such an elevation that I could look out over the water and forget 
for a moment the summer cottages of the movie folks on the beach 
below. It was like the Atlantic. It seemed very familiar. 

On the coast, the best remembered and most enjoyable experience, 
is a motor trip from Los Angeles to San Francisco, and of the many 
delights of this trip the most delightful is a visit in Santa Barbara, 
"sun-kissed, ocean-washed, mountain-girded, island-guarded" Santa 
Barbara, "quaintly beautiful and typically Spanish." To see it at its 
best, stop at the Hotel El Encanto (enchantment) situated on the 
Riviera at an elevation of about 600 feet, overlooking the city, the 
mountains and sea. By day the warm sun's rays played upon the red 
tiled roofs, cream-colored stucco buildings, lawns bedecked with lovely 
flowers, and the sea beyond. At night the deeper fragrance of the 
flowers, and the moonlight added new charm and an irresistible air of 

Besides the beauty of the scenery there is much of historic interest. 
At Santa Barbara is the Franciscan Mission, the most impressive (I am 
told) of its kind to be found in California. It has been completely 
restored and is a monument of a pioneer civilization. One stands awed 
at the courage and endurance of men who in the face of privation and 
almost inconceivable handicaps, built like this upon a "primeval land- 

When we reached Victoria, that "lyrical footnote to Canada" the 
tea cups laid out in the lounge as well as the sign "Please keep off the 
grass" made us sense that we had come to British soil. In Vancouver, 
sometimes styled "The Empire's halfway city" we felt the call "West- 
ward to the Far East," as we watched a great liner steam out of the har- 
bor bound for an Asiatic port. 

The treasured scenery of the Canadian Rockies never ceases to 
bring me joy. If you have not been to Lake Louise and Banff, plan 
to visit them soon. Just how this "Switzerland of North America" 
compares in beauty with the Switzerland of Europe, I do not ti-iow, 
but some day, not far hence, I plan to see for myself. 

As we journeyed homeward on the last lap of the way we were 
greeted by an all day drenching rain. It was especially welcome since 
it was the first real downpour we had experienced on the entire trip. 
Surely the great need of the West is water. 


It was good to be in Baltimore again, and to settle down to the 
old ways of living. Soon, however, the restless spirit came upon me 
and I completed the journey from coast to coast by my annual visit 
to the county of my birth, and the beloved beaches of my childhood. 

My First Love 

"O I have come down to the sea again 
To find the very edge of the sea 

And find it the same on the other coast 
And it is in my own countree. 

"Kiow East is East and West is West 

As Kipling once discerned. 
But East is West and West is East 

As far as the sea's concerned. 

There's the same old smell of the tidal flats 
And a hreeze that's as fresh and free; 

And a something else I just can't express 

That comes up from the edge of the sea. 

"If you've lived by the side of an ocean 
Then the side of an oceans home. 

And the ocean a washing Green Run Beach 
Is as good as the one at l^ome." 

Faithfully yours, 
Mary Hudson Scarborough 

G/4 Vision 

I sat dreaming — alone one day. As I stepped upon the first step 

When I saw a golden stair, .1 reached for a silver moonbeam 

Saw how each step was shining ILo! even as I grasped it — 

LiXe the moonbeams in your hair. \l wo\e abruptly from my dream. 

I held out my hands to see 

If at last my dream were real. 

But my fingers touched the empty space — 

I gripped the barrenness in my zeal. 

To just get a glimpse of your face. 

Charlotte Freeman, Senior 6 

cA Glimpse of Philippine Education 

By Sally Lucas Jean 

/t^/J/UEN I WAS asked last year by the former Governor- General of 
the Philippine Islands, Henry L. Stimson, to develop a health educa- 
tion program for the schools there I was very vague, as are most Ameri- 
cans, about the Filipinos. 

After three months spent in travelling in the Islands I was im- 
pressed with the fact that the Filipinos are a splendid people and 
American educators have accomplished a magnificent task in establish- 
ing their educational system. 

There are about thirteen million people in the PhiHppines with 
a million children in the schools and two million more children seeking 
admission. Eighteen normal schools scattered throughout the Islands 
have trained the twenty-seven thousand Filipino teachers now in serv- 
ice and though several thousands of American teachers have been en- 
gaged on the program during the twenty-nine years of American occu- 
pation, there are only about three hundred American educators there 

As eighty-seven dialects were being used in the Islands in 1900 
it was obviously advisable to adopt a universal language in the schools 
and as the American educators who were sent out to establish the 
school system were only prepared to teach English that language was 

The Filipinos are self-respecting and ambitious and are willing to 
make tremendous sacrifices to secure an education for their children. 

The schools vary as they do in this country from modern brick 
structures to small frame buildings. They are immaculately clean and 
well-kept and in most instances the children are responsible for this 

Miss Edna Gerken, who went out with me and remains as a spe- 
cialist in the Bureau of Education, is developing a splendid program 
under Vice-Governor General Eugene A. Gilmore, head of the De- 
partment of Public Instruction, and Superintendent Luther B. Bewley. 

The University of the Philippines with thousands of students has 
recently engaged Miss Clotilde Patton as a professor of health educa- 
tion in the Department of Education and Department of Health, who 
will train supervisors of health education for the schools. 

The educational system is centralized at Manila and supervision 
difficult, as there are thousands of islands and transportation requires 
three weeks of travel from the northernmost to the southernmost point 
of the country. 

The opportunity for service in the Philippines is great and it has 
been a tremendoUiS privilege for Americans to assist in working out 


a system suited to the needs of the people. Every teacher in this coun' 
try can feel that she is making a contribution through her own accom' 
plishments that throw light on ways and means of teaching health to 
children as news of satisfactory procedures and good methods is soon 
heard and utilized by the Filipino teachers. 

cA Tribute 

^loC R- Herbert E. Austin, a former member pf the faculty of the 
Maryland State Normal School, passed away at his home in Greenville, 
N. C., December 16, 1929. He had been in declining heatlh for more 
than a year and death was not unexpected. 

Mr. Austin was a native of Massachusetts, and received his educa' 
tion in The Worcester Academy and Worcester Polytechnic Institute. 
He later did graduate work in Clarke University. 

In 1892 he came to Baltimore and began his work as instructor in 
science in the Normal School, then located at CarroUton and Lafayette 
Avenues. For seventeen years he was associated with that institution. 
The years found him not only keeping pace but forging ahead. A man of 
ideals and high standards, his influence was keenly felt among faculty 
and students. 

The spirit of helpfulness and fairness, the desire for the right were 
ever uppermost in his class room. Each class carried with them, as they 
left the school, something definite in character development, gained from 
contact \A7ith this fine understanding nature. The three principals, under 
whom he served ever felt the strength of his judgment and wisdom of 
his decisions. 

It was with deep regret that Maryland gave him to North Carolina 
twenty years ago. The Greenville papers that have come to us have 
loving tributes to his memory. Not the least of these from Dr. Robert 
Wright, head of the Carolina Teachers' College in which institution 
Professor Austin taught from its beginning. He acclaims him as one of 
the greatest teachers he has ever known and asserts that his influence 
was stronger in the lives of the students than that of any other member 
of the faculty. 

Professpr Austin associated himself with religious, fraternal an^ 
civic organizations of Greenville. We who knew and appreciated nim 
and are thankful for such a life among us can believe that the final judg' 
ment must have been, "This is true work, good work, square work — 
Enter and receive thy great reward." 

Hanna Coale Hayward, '97 


Notes from a Principal's Experience 


FEW IMPRESSIONS taken from my school life since I left the class- 
rooms of Normal in 1915 may be timely for the Tower Light. I am 
greatly indebted to my coworkers for their splendid relief and to the 
boys and girls who have inspired me to do greater things. No school 
spirit can be established or long endure without the active participation 
of pupil, parent, and teacher. I early became interested in ways and 
means of bringing about such cooperation. 

Through my colleagues the faculty has been placed on an organized 
basis. We meet regularly once a month. The regular monthly meeting 
is held on the afternoon of the P. T. A. meeting date. Interesting discus- 
sions are carried on and administrative policies are made clear. The 
meeting is socialized by a dinner arranged by a committee. At the P. 
T. A. meeting which follows later in the evening the teacher finds it 
convenient to meet the parents. Thus, the P. T. A. realizes more fully 
the situation confronting the teacher and many improvements find their 
way into the classrooms. Where parent and teacher understand each 
other, there is seldom trouble with the pupil. A third interest was a 
school Civic Club. Representatives from the classrooms meet at regular 
intervals to discuss ways of making school life better. These represen- 
tatives inform classes of ways to assist us and special drives in the past 
have received their impetus in this way. Since the erection of our huge 
auditorium it is now possible to get the whole student body to- 
gether. This provides for greater socialization. Already, a Dra- 
matic Club has been functioning and soon regularly scheduled auditorium 
periods will be planned and executed. An added help to the school has 
been the formation of an Advisory Council of five members, three of 
whom are automatically members by virtue of their positions and two 
by selection of the faculty. This council often decides vital matters. 

I have stressed the organization side of the principal's work since 
that is the most economical way I have found for getting things done. 
With a class of my own to teach, I find it convenient to have an attend- 
ance committee which does an invaluable piece of work in the school. 
Book and music committees may also be used with great satisfaction. 
Since my relations with the teachers are not of a supervisory nature I 
find it quite helpful to create conditions as far as possible by which su- 
pervision by regular supervisors can be accomplished more easily and 
effectively. In closing I might say that efforts with a definite purpose 
are bound to bring results. 

Geo. W. Schluderberg. 
Principal of Dundal\ Public School. 


TKe Principalship: Its Possibilities and Limitations 



HAT HAS become of "The brisk wielder of the birch and rule, mas- 
ter of the district school", whose presence gave prominence to the po- 
litical and literary discussions of the village store or neighboring wood 
pile and whose wisdom matched the learning of a Plato? Will the prin- 
cipal of today be held in the same high esteem and be sung in story and 
song as in the days of Whittier and Goldsmith? I doubt if the princi' 
pal of today is unique in type, manner or tradition. Yet I am con- 
vinced that the school principal may be the same as the country doctor, 
a respected community character, loved and admired. 

Is it much of an undertaking for a young man recently graduated 
from Normal who has conscientiously studied modern methods to go 
into a large rural consolidated school among teachers some of whom 
have taught both children and parents and be received into their confi' 
dence and friendship? Here lies inspiration, a challenge and an end 
which justifies all your effort. 

A principal can do things, know things and think things. Assem- 
blies, faculty meetings, supervisory visits. Parent Teacher Association 
meetings and the children themselves give a principal ample opportuni' 
ties to "do" things. Lessons, teachers, summer schools, professional 
friends, and books give him a chance to "know" things. Irate parents, 
disobedient children, final examinations and unreasonable demands cause 
him to "think" things. 

Our limitations are less than our possibilities. Small salaries, cheap 
buildings, poor roads and irregular attendance are fast becoming tradi' 
tion even though people of Maryland are slow to give up those things 
which have served well in the past. Our elementary schools are still 
grouped once a year by grades but in many cases the ages of children 
in the same grade vary as much as five years. The same subjects are 
being taught as were exposed in the ox team days although the children 
ride to school in large comfortable buses. Some day I hope to start a 
class in "Thinking". 

Certainly no principal of a large school can say that his life is mon- 
otonous. In this ten teacher school, I teach the seventh grade of forty 
one pupils, have an assembly each week, a P. T. A. meeting monthly, 
an executive P. T. A. meeting monthly, faculty meetings and supervise 
seven bus loads of children morning and evening, a full time janitor, and 
two part time athletic instructors. This year our P. T. A. will spend 
between nine hundred and a thousand dollars for past debts and current 
expenses which average about five hundred dollars. Our school draws 
children and patrons from an area of twenty square miles, comprising 
eight country villages. In four years of operation, some of our buses 
have not missed a single day. 



The principal has no time for direct classroom supervision, but his 
merits are judged by his ability to prepare pupils for promotion. Pu' 
pils from industrial or agricultural regions are given the same curriculum 
and instruction as children of a residential suburban community. All 
Baltimore County communities are proud of their school system. All 
parents are sympathetic with an earnest teacher. These qualities tO' 
gether with the willingness of good people to help support institutions 
for public improvement make the position of principal one of responsi' 
bility and importance. 

An Alumnus, '24 

My Normal ScKool Training, As I Have Been Able 
To Apply It In My Hi^K ScKool Training 

JC he title suddenly suggested itself to me in a history group meet- 
ing during a discussion of several geographic questions not to be an- 
swered from a general fund of information. I remarked that my in- 
formation in those subjects had been obtained in Normal School train- 
ing and elementary school teaching. 

This brought to mind other benefits derived from my Normal 
training. First came to me the most valuable advantage — that of ob- 
serving skilled demonstration teachers at work in the class room. I 
not only observed the many problems of discipline, of varied individual 
differences, of limited material, and other situations connected with the 
class room procedure, but also I saw these problems met and adjusted 
in an efficient, methodical manner. Today I can recall how many times 
in solving my teaching problems I have gratefully referred to informa- 
tion and methods learned during my year of observation of demon- 
stration teachers who patiently bore my stupidity, and regarded atten- 
tively all my questions. To many elementary teachers it may be sur- 
prisingly true that Normal school elementary methods carry over into 
high school teaching. The high school pupil varies little in general 
attitude from the elementary pupil. This I can verify from having 
taught the same students in both their elementary and high school 
grades, many for six years. 

What is apparently my only accomplishment in my high school 
teaching, the ability to discipline, I owe to my training at Normal which 
indelibly impressed upon me the fact that poise, sincerity, and firmness 
of will are better than an iron hand. 

I admit with much embarrassment that my training in methods of 
the teaching of different subjects came before the Morrisonian unit, 
and that since its origination I have had to revise my methods by thought, 
word and deed. 


Training to teach was by no means all that my course at Normal 
School afforded me. My campus life gave me the same development of 
personality through contact v^ith fellow students, and through partici' 
pation in social activities that any college girl would receive. Indeed 
my sense of humor was remarkably developed on the event of a par' 
ticular Hallowe'en night when I ''jimmyed" Miss Scarborough and Miss 
DowelFs beds. 

My desire to work in the high school with more mature minds, 
and my conviction that I could not do other than take advantage of 
my proximity to a university nearby, inspired me to attend George 
Washington University where I obtained my A. B. and M. A. degrees. 
But however important my advanced work has been, the technics that 
I have found invaluable in the classroom were formed in the Normal 
School. Naturally the state program of enlargement and improvement 
of Normal school facilities is of great interest to graduates and we 
hope that these added facilities will grow until Maryland will provide 
as amply for teacher training as any state in the Union. We feel that 
the splendid professional training afforded at such a school as Maryland 
State Normal is giving big returns to the state, and at the same time 
making it possible for graduates to go out trained to attack their prob' 
lems intelligently and successfully. 

Adelaide C. Clough 

Normal Trained Mothers Desire To Learn 

«LOC EMORY TAKES me back some years and paints for me a mental 
picture of M. S. N. S. and what it meant to me then. I visualize 
the many, many things it has meant to me during the passing years. 
When my diploma was handed me I felt as if I had reached the goal 
but soon I found that my goal loomed just ahead of me — always some- 
thing more to be attained. 

If we could have known how much help our training was to be 
to us how zealously would we have labored to make use of every 
moment's precious opportunity. 

I wish I could tell you how my training has helped me to cope 
with the problems brought to me by my two fast growing boys. Each 
day brings something new. Children of to-day have more confidence 
in themselves and their own opinions. They are trained to express their 
individual thoughts and judgments. The knowledge that Mother has 
had training in the school they are looking forward to attending makes 
them more ready to accept advice which has been gained by experi- 

My teaching experience gives me a better understanding of my chil- 
dren's teachers. Every mother can stand firm for her child but it is 
the helpful mother that can see her child with the eyes of the teacher. 


Co-operation is the word that explains successful school life for 
your child. 

Normal training instilled in me the desire to keep on learning. 
Being a mother has fostered this desire to the extent that I realize that 
I must grasp every opportunity to acquire knowledge that I may be 
of benefit to my children. 

The spirit of progress lives in the hearts of the graduates of M. S. 
N. S. 

Anna Spicer Beaumont, '12 


cA Mother Looks At Normal ScKool 

MOTHER WHO HAS had a Normal School education and years 
of teaching experience will find much of that former training valuable 
in the rearing of her own children. She will have many opportunities 
to recall the psychology, health education, and general subject matter 
which she studied and put into practice. 

The psychology which aids in the understanding of a child's nature 
and in the guiding of it wisely through its various stages of develop- 
ment is of vital importance to a mother. To know her child is just 
a normal child passing through normal stages asking normal questions 
at a normal age gives her the utmost satisfaction. To know about 
when to expect these changes and to be prepared to meet them should 
smooth out a mother's problems amazingly. Out of an understanding 
of your child, grows unending patience which is the primary requisite 
in child training. 

The health education which one studies at a Normal School does 
not directly apply to the life of a baby or to a very small child but it 
assists in the realization of the importance of the care of a child's physical 
needs. It leaves one's mind open to accept advice given by doctors and 
nurses without questioning present day methods and up-to-date medical 
knowledge. As the child grows older there is much concerning diet, 
correct habits, and proper clothing which carries over directly from 
health courses taught at a Normal School. 

During the pre-school age life will be richer for a child whose 
mother has had a Normal School education. A mother with this educa- 
tion is more capable of selecting and presenting the correct music, litera- 
ture and art that should surround a child from the time it develops the 
power of observation. It is difficult to over-estimate the worth of this 
ability as it may often be responsible for the cultural tastes which carry 
from childhood to maturity. 

No matter what life work one may choose to follow, one will find 
Normal education is of great value and nowhere will it render better 
service than in the life of a mother. 

Caroline R. Ritter, '23 

CA Flying Teacher 

^^ QUESTION everyone seems curious to ask a girl flyer is: What ever 
made you decide to become a pilot? Never, can I recall having made 
such a decision. One day I took a ride in an airplane and never before 
had I felt quite so interested and thrilled about anything as I was with 
flying. Naturally, the first ride was followed by others at every possible 
opportunity. The more flying I did the more interested I became and 
the more questions I found to ask about how and why planes fly. As a 
result of this interest, before long I found myself attempting to learn 
the mechanical control of a plane. 

I have been flying for almost two years. The first flying I did was 
from the Hagerstown Airport. Last summer I was Hostess at the PittS' 
burgh' Greensburg Airport at Greensburg, Pennsylvania. Recently I 
have been demonstrating and selling planes for the Whittelsey Manuf ac 
turing Co. at Bridgeport, Conn. 

A peculiar thing, which is an actual fact, is that more of the girl 
pilots in the U. S. belong to the teaching profession than to any other 
one occupation. So if you are looking for something just as interesting 
as teaching and a little more thrilling I would suggest that you take to 
the air and learn to fly. ^^^^^ ^ ^^^ ,^3 


Song,s or Sanatoriuins 

Jt^iNCE leaving Normal School and beginning my teaching career, no 
phase of the work has given me as much real joy as my Music. My 
second grade class is composed of boys and girls who come from any- 
thing but happy environments. To see their faces beam when singing 
the bright, colorful songs adapted to beginners brings forth the same 
feeling that an artist must have when a beautiful picture unfolds under 
the stroke of his brush — a blank life made alive with song! 

Then, too, when those who seem powerless to find expression in 
other subjects, can burst forth successfully in melody and rhythm, I 
begin to overlook their handicaps and feel that singing will keep them 
from being classed as fit subjects for the sanatoriums. The more songs 
in the classroom, the less children in sanatoriums! 

Normal School, I shall always feel grateful to you for my music 
training, and especially for the inspiration and help received from Miss 

IvA Heath. '28 
Primary Teacher, Glenburnie, Maryland 

Teach Geog,rapKy 

,,,c!£. if^ YOU interested in vital things? If so, choose Geography for 
your pet subject. 

For a long time Geography has been called the broken crutch of 
the curriculum. When one views the subject for the first time it ap' 
pears to be a series of uninteresting stories about places, the names of 
which you can't pronounce. Perhaps there is some vicious volcano 
which destroys homes and people. Maybe there is a story about people 
that are savages, but they live too far away to worry about. Maybe 
we read a list of uninteresting statistics telling how many people live 
here or there. 

Then begin to search for the truths which can be found back of 
each of these dead statements. Those names become fascinating when 
you can pronounce them. Those vicious volcanoes work in a very odd 
way. Perhaps they do destroy now, but in years to come what can 
we find in mineral wealth that they have given us. Those savages who 
live so far away could teach some of our highly civilized peoples a fine 
moral sense. Back of dry statistics there is some geographical story. 
Do you know that Europe has a much larger population than Africa, 
yet Africa is second to the largest continent? These facts have a 
tendency to beckon one to know more and more. 

Are you interested in vital things? Then teach Geography! 

Frances Grimes, '24 


Music Outcomes 

The Special Music Course, which I had the joy of taking at Normal 
School under the direction of Miss McEachern, has been of vast value 
to me since I began teaching. 

I have found that through the medium of music, which is always 
one of pure pleasure, we are able to touch the child more readily, and 
to make deeper and more lasting impressions upon him than by any 
other means. 

And the training which I acquired in Miss McEachern's course has 
enabled me to make desirable and appropriate selection of songs and 
singing games for all subjects and occasions. The correlation of music 
and the other subjects has brought greater richness and joy both to me 
and to my pupils. 

Elizabeth Van Sant, '28 

(2/4 Glimpse of Columbia's Campus 

J^ROU OUR apartment at Morningside Heights, New York City, I 
can look out over a section of the campus of Colximbia University. 
All day there is a continuous passing of students in and out of the 
many buildings that make up the University's group. At night the 
activities do not cease, for there are evening classes for the benefit of 
those who are otherwise engaged during the day. It suggests night 
turned into day to see the buildings brilliantly lighted and hundreds 
of students hurrying to the various lecture halls. Our activities con- 
nected with Columbia University afford me the privilege and pleasure 
of being on the campus frequently. I have been deeply impressed with 
the cosmopolitan makeup of this outstanding University. A closcup 
view of the student body, would, I believe, be a revelation to anyone. 
While passing in front* of the Liljrary recently, I made a few interest' 
ing observations. Laboriously climbing the steps leading to the Library 
was a young woman, a cripple, assisted by two crutches. From a 
limousine alighted a richly gowned young woman who hurried into 
Kent Hall. Seated on one of the near-by benches, evidently elaborat- 
ing on notes taken in shorthand, was a most genteel looking gentleman 
who would be classed, I think, in the Advancing Age. Modishly at- 
tired and carrying a portfolio, a woman whose bearing suggested ap- 
proaching middle age came from the School of Business. And there 
were all about me our own youth and those from many other lands. 
The Student Body of Columbia University numbered more than 53,000 
for the year 'IS-'IQ. Of this number more than 13,000 attended the 
Summer Session, and approximately 15,000 were Home Study students. 
Of especial interest to all of us should be the opportunity for 
Adult Education offered by Columbia University, either on the campus, 
or through Home Study. 

Mrs. Helen Lort Teeter, '99 


Library Larks 

JC. he contest for winning points conducted by the Parent-Teacher 
Associations of county schools has resulted in a number of visits by 
the librarians to schools, where talks were given on books and reading. 

One of the most interesting was the Evna School, where Helen 
Stapp presides. I found it to be a one-room school in an old un- 
prepossessing building, but it very much reminded me of the old saying 
about Mark Hopkins and the log. For, as I saw the caliber of the 
children and the fine spirit of parents and school, I recognized that real 
education was being carried on in this little rural school. The desks 
were placed in semi-circular fashion and movable. There were two 
reading tables on which library books were arranged for the children: 
the first of the primary material, the second with titles for inter- 
mediate and older children. I glanced at the authors and titles of 
these and found that every one was of recognized merit and suited to 
the children of the grades for whom it had been chosen. 

The attendance record was especially good — over 95% — and it 
was pleasant to see the mothers smile when Miss Stapp complimented 
them and told them that it was due to their cooperation in keeping the 
children in good health and in sending them regularly. The little play 
which the children gave for Book Week was well done, and they re- 
ceived the book talk and the story very enthusiastically. 

It is really a pleasure to see what can be done in a rural school 
with intelligent children, cooperative parents and a good teacher. Miss 
Stapp told me of little ways in which they imitate a good example 
without anything being said directly to them. Such a case was the 
improvement in school lunches; for just by watching her, the children 
have learned to wrap sandwiches and cakes in oiled paper and to bring 
a fresh paper napkin in the lunch-box each day. 

On one of the very foggy November evenings, when strong men 
hesitate to take out their cars, Louise Lynch called for me. We went 
bowling along through the fog, up hills and down, until we came to 
Fork. It was curious to find the fog heavier and thicker on the hill- 
tops, contrary to most of our experiences. We hardly knew whether or 
not there would be any audience for the talk on the Christmas Book Shelf 
when we reached the school. However, a fair audience of adults and 
a few children had come, and they made up for the lack in number 
by a most cordial reception and a friendly spirit. 

Another jaunt early in December was to the little Oakland one- 
room school where Nola Hale is teaching this year. Miss Stitzel drove 
her trusty Chevrolet to New Freedom after school. Here we dined, 
and after the evening meal. Miss Hale guided us through the wilds of 
back lanes, over half-frozen bumps and sliding clays, from New Free- 
dom back into Maryland domains to the Oakland one-room school. 
This was a school similar to one where I presided in my own teaching 



days, and I felt very much at home. There were some good books 
in the little school library, and Miss Hale reports that her pupils have 
excellent reading ability. 

One of the largest meetings I have attended was that at Cockeys' 
ville, where Alvey Hammond is principal of a ten'room consolidated 
school. The auditorium must have held an audience of over three hun' 
dred adults and children. There were Christmas carols, and my talk 
and story, and then a fine little Christmas play given Ijy the Fourth 
grade. The stage was decorated by a beautiful Christmas tree, and the 
grand climax was the appearance of Santa Claus, who gave a big candy 
cane to each child. 

There were a number of other meetings attended during the autumn 
by Miss Yoder, or Miss Parrish, or myself. We went to Sparrows 
Point, to Fort Howard, to Timonium, to Glenarm, to Reisterstown 
High School, to the Cowenton School for William Hull, to the Back 
River school for Lee Martin, and to the Chase School for Frank Friend. 
Space does not permit details of all these visits, but each had some 
high point of interest. 

For the benefit of those alumni whom we were unable to visit, I 
append a list of good juvenile books which will be as useful for the 
coming Christmas Book Shelf as for the last. 

The White Cat and Other French Fairy Tales— 

Comtesse d'Aulnoy Macmillan $3.00 

Hitty, Her First Hundred Years — Rachel Field Macmillan 2.50 

Noisy Nora — Hugh Lofting Stokes 1.25 

Lions 'N' Elephants 'N' Everything — E. Boyd Smith Putnam 3.00 

A Monkey Tale — Hamilton Williamson Doubleday .75 

The Kitten That Grew Too Fat— Clara V. Winlow Macrae 1.50 

I Go A'Travelling — James S. Tippett Harper .75 

Forty Good Morning Tales — Rose Fyleman Doubleday 2.00 

Nanette of the Wooden Shoes — Esther Brann .Macmillan 2.00 

Rusty Pete of the Lazy A B — Doris Fogler and 'Hina J<licol. . .Macmillan 1.75 

HoHday Pond — Edith M. Patch Macmillan 2.00 

Swiss Family Robinson — Johann V^yss (New edition) McKay 1.50 

Where It All Comes True in France — Clara E. Laughlin Houghton 2.50 

A Buccaneer's Log — C. M. Bennett Dutton 2.00 

Drums — James Boyd Scribner 2.50 

A B C of Aviation — Victor W. Page Henley 1.00 

The Boys' Book of Coast Guards — Irving Crump Dodd 2.00 

Hobnails and Heather — Clifton Lisle Harcourt 2.50 

The Boy Electrician — Alfred P. Morgan Lothrop 2.50 

Mary L. Osborn 

What Is Pro^ressivism In Education? 

1. The progressive or liberal attitude is very old. Freedom of 
thought characterizes it, it welcomes change, and is tolerant of worth- 
while tradition. 

2. Progressivism in education is the spirit of approach to the 
educational problem rather than any method or set of methods. The 
true progressive recognizes that many roads lead to Rome. Each unit, 
school, child, teacher, is given an opportunity to try and find his own 
best road. 

3. New converts from orthodoxy are apt to set up rigid criteria 
for judging whether or not this or that is progressive. Such an atti' 
tude, of course, is a controversion of the true liberal spirit of tolerance. 

Curriculum — Subject Matter, Teacher Technique and Teacher 

4. (a) The progressive school master realizes the importance to 
the learner of (1) the discovery of problems, (2) the planning of how 
to overcome them, (3) carrying out of the plan, (4) and evaluating 
the results. 

(b) The progressive schoolmaster realizes the importance of dis- 
covery and planning as well as carrying out for learners but he is not 
afraid of setting up certain subject matter as worthwhile. He does not, 
however, impose this subject matter on teacher or child. Subject mat- 
ter is a resource, not a limitation. 

(c) But need and interest are a part of the approach rather than 
intrinsic in one set of facts more than another. Any set of facts can 
be so dealt with as to meet our needs. 

(d) Life asks us (1) to recognize our problems, (2) to plan their 
solution, (3) to carry out these plans, (4) to be able to decide how 
effectual our work has been. 

Supervisors and curriculum makers set up problems and sources 
as subject matter but they are careful to see that children have (1) a 
chance to practice the recognition — the discovery of problems. Teachers 
may plan work but they give children an opportunity (2) to practice 
the planning of wor\, (3) to carry out work according to the plan. 
(4) Teachers may sometimes evaluate work but children need practice 
in deciding how effectually they have worked. (The reactionary school 
lets the supervisor and curriculum maker impose all the problems on 
the teacher and children.) The supervisor and teacher does all the 
planning at the expense of the children. The children carry out the 
work. The teachers and supervisors judge it. This system of educa- 
tion tends to develop individuals who can work under direction but 
who "leave it to George" unless given explicit instructions. The em- 
phasis on overt activity such as reading, writing, oral communication 



tends tx) make the most amenable students feel conscientiously employed 
only when carrying on such activities. These same students furthier 
tend to confuse literacy with education, reading, writing and talking 
with thinking. An individual is educated to the degree that he can 
see problems of his own and those of others, plan to solve them, execute 
plans and feel satisfaction with superior execution, or annoyance with 
inferior execution. 

(e) The progressive school director would prefer teachers with a 
cultured home background, rich experiences of travel and association 
rather than teachers over formali2;ed in their training. Surely intelli' 
gent judgment, however, faces alternatives: as between two teachers, 
both without the cultured home background, both without the rich 
experiences of travel, and association, that one, having additional ex' 
periences after high school, would be preferred. (Progressives often 
speak of the deadening influence of the typical normal training course 
but surely the association of young people is worth something even if 
they are dragooned into teaching. The high school graduate without 
this experience in very rare cases will be superior. These cases are so 
rare that progressive schoohpeople attack the teacher training problem 
with vigor rather than give it up. Witness Cleveland and Milwau' 
kee, Maryland, and North Carolina.) 

5. Rehable control does not come through fear but education is 

6. Progressive education reali;^es that the whole is greater than 
any part but does not neglect to employ scientific findings relating to 
learning and child guidance any more than it would fail to assist the 
home in setting up proper habits for cardiac cases. 

7. Progressive education encourages the desire to make things but 
does not subordinate thoughtful activity. 

8. Not all groups, not all children are equally responsive to a 
liberaliiied program. There is such a thing as imposing too liberal a 
program as well as one too rigid. Environment, training and experience 
will determine the response to liberal ideas. 

9. Hiawatha learned from experience in the outer world. He 
also learned from his grandmother. Unassimilated or unguided ex' 
perience may be worse than none. Experience per se is not neces' 
sarily valuable. 

10. It is necessary to work earnestly and diligently; it is also 
necessary to work with ease, quiet and good taste. Growth in reason' 
ing power requires an atmosphere of leisure. Thirty years ago James 
in Talks to Teachers spoke about the national failing of anxious hurry. 
Today we still rush. Children should know how to hurry but should 
not live in an anxious, hurried atmosphere. By the same token, teachers 
should aim for well-rounded lives that make for the sane and bal- 


anced individual rather than the one-ideaed over professionaHzed recluse. 
11. Progressive education has not as its object the encouragement 
of artistic experiences that the child may create and appreciate art; nor 
mechanical experiences that the child may understand mechanics; but 
the awakening of spirit and giving spiritual significance to life through 
experimentation with its parts. 

Allan Hulsizer 

cA Ni^Kt in Cuba 

JlTJ t AVE YOU ever heard of starting a sightseeing trip at nine o'clock 
at night? It sounds quite unique. But then everything about Cuba 
seemed unique to us. Let me give you an example of one of our Cuban 

Imagine sixty-eight school teachers in ten open Packards riding 
through Chinatown. It was quite a lark to visit a Chinese theater. Hav- 
ing said "Pardon me" to at least several dozen Chinamen, who I am posi- 
tive had no idea of what we were saying, we reached our seats and set- 
tled ourselves comfortably to Hsten to a musical comedy, trying to look 
as intelligent as possible. To enlighten us farther, the director kindly 
handed us a program about two feet square printed in Chinese. The 
entire audience was lighted. The stage had no curtain and very little 
stage property. You can imagine how disconcerted our actors would 
ibe to have a man arranging the furniture on the stage while a song 
is being sung. The Chinese actors seemed to have no objections what- 
ever. Besides the humorous side of the performance, the theater had 
some very outstanding qualities. The costumes were such as we had 
never seen. The fine silks and embroidery in the clothes and the table 
scarfs were of indescribable beauty in color and texture. Having dis- 
turbed the audience with our remarks for about one-half hour, we left the 
theater to see more of Cuba. 

After we had spent a few rather exciting moments during which we 
thought ourselves lost in Chinatown, our cars arrived and we started on 
our way to the Casino or the Monte Carlo of Cuba. To anyone who 
has never seen a gambling house, this was an experience never to be for- 
gotten. To see ladies and men sitting on high stools throwing down dol- 
lars and watching them slide away from them was really breath-taking. 
Due to the profession of the people of our party, very few of us par- 
ticipated in the games. The building itself was very pretty, being made 
almost entirely of white marble and beautifully colored tiles. It consist- 
ed of a dance hall and dining room as well as the betting room. Since 
only those dressed in evening clothes could dance, we left the Casino 
after an hour's stay. 


By this time the only place open to visitors was the cabaret to which 
we were then conducted. I do not think this place needs much explana- 
tion. Those of you who have been to a night club have seen a Cuban 
cabaret. Those of you who have not been in cabarets have been in res' 
taurants where there is an orchestra and a bit of entertainment by dancers 
and singers. The orchestra was the only different feature in this caba- 
ret. It consisted of four men : one had what appeared to be two wooden 
balls which he struck together rhythmically; another had two metal bars 
with which he did likewise; the third played a banjo; the fourth furnished 
what melody there was with a 'cello. 

Soon the members of our party began to show signs of weariness 
due to a long, strenuous day and therefore our guide took us back to the 
hotel. When we laid our heads on our pillows that morning at 3.00 
A. M., we were a weary but a wise group of school teachers and teachers 
"in the making". 

Louise Benner. Sr. 6 

cAn Opportunity 

u!l^RE YOU interested in personality? Are you concerned with dc 
veloping a healthy personality in yourself and others? Would you like 
to hear something of the effect of environment on personality, or of 
the influence of parent or teacher on the personality of a child? Then 
the meetings of the Baltimore Kindergarten-Primary Club would interest 

Our speakers all of whom are familiar at least in name to most of 
you, have each given us a real message. For example, in November, 
Dr. Goodwin Watson discussed the development of a healthy personal- 
ity. His lecture gave to many of us an entirely different aspect of 
teaching in general. We heard from Dr. Buford Johnson, of our 
own local Johns Hopkins University. She told us something of the 
effect of environment on personality. We are to hear from Dr. 
G. D. Partridge and from Miss Caroline Zachary, director of the 
Psychology and Mental Hygiene Department at the New Jersey State 
Teachers' College. 

Then, too, we have several purely social meetings, one of which 
was our informal tea in October, where old members were welcomed 
back, and many new ones were ushered into our fold. Another was 
our delightful Christmas party where Miss Cecelia Kessler entertained 
with dancing, and we all showed how well we could sing the traditional 
carols. Now we are looking forward to our annual supper party in 
May — a gala event. 


Many of our Normal graduates belong to our club, but we are 
ever ready to welcome new members, students as well as graduates, to 
any of our meetings. Our next one is March 11, at four-fifteen P. M., 
Administration Building Annex, Carrolton and Lafayette Avenues, Bal- 
timore City. Dr. D. G. Partridge, noted psychologist, will present to 
us a study of the lives of children having a certain behavior pattern. 
So come along, we shall be glad to see you! 

HoRTENSE E. Freud. M. S. N. S. '27 


Li\e a velvet curtain, soft and hlac\ 

Sleep cuddled me and dulled my brain. 

Vague shadows passed into nothingness 

And I ceased to hear the patter of the rain 

Tapping on the roof li\e signals, 

'\ing time, as though the night 

Were hut the playtime of the drops 

That fell. 7s[o more I \new through all the night 

But sleep — the enveloping, soothing, restful friend 

That we all must have at each day's end. 

F. E. PoHLMYER. Senior 6 

To a Tree 

O monarch of a steadfast earth's creation 
T^ow rear thy head in stately, conscious pride 
"What man-made symbol of perpetuation 
'With regal grace and regal beauty vied. 
What thoughts to one by creeping age undaunted 
Occur to that true, rugged, honest heart 
When flimsy wor\s of puny m^n are flaunted, 
Thou symbol of a nobler, higher art. 
Thy twitt'ring visitors upon thy wide-flung arms. 
Have sought and found both safe and cozy homes. 
The traveler without a thought of harm 
Beneath thee rests before he onward roams. 
O when I've done with life, pray let me be 
The helpmate of my fellow-man — a tree. 

Mary C. Weber. Jr. 

The Old Man Goes to CKurcK 

(A Poem for Eastertime) 

I ain't so much on goin t' church as once I itsed t' he. 
For I've \ind o' got out the notion — there's lots of 'em just li\e me. 
It ain't that I've stopped heUevin, hut my faith got \ind o' slac\. 
And nohody too\ th' trouble t' help me git it hac\. 
There's Mary, my wife — I rememher when she used t' as\ me t' go. 
But I guess she got discouraged a-havin me answer no; 
And Susan, my growed-up daughter, so stylish she's got t' he, 
I d' \now's she'd care t' worship a-settin heside o' me. 
'Well, almost ev'ry Sunday they dress th'mselves up fine 
And go t' the mornin service — if t' sun don't forgit t' shine. 
They've got a car t' ride in, all spic\ and span and new. 
And I rec\on there ain't nohuddy that's got a pleasanter pew. 
But me — well, I'm old-fashioned, for it ain't so long, you see, 
Sence we've had all our money, and style don't hitch with me. 
I'm willin that Mary and Susan should live right up t' our means. 
But I rec\on they're more th'n willin I'd stay h'hind th' scenes. 
But 'twas comin Easter Sunday, and so I thought I'd go. 
I said as much t' Mary, and she says "Really, Oh!" 
Then Sv^an, she says, '"Why, father, y' \now it's awfully dry." 
"Well, I can stan it if you can. I thin\ I'll go," says I. 
And I went, hut as sure's you're livin, it want li\e church t' me; 
'Twas a \ind of a celebration, a sort of a jubilee. 
There was more'n an acre o' flowers, some real and some on hats. 
And I felt 's if I hadn't no business 'mong so many aristocrats. 
Some of 'em loo\ed at Mary, at Su^an, and then at me, 
As much as t' say, "My goodness! 'Who c'n that codger he?" 
For I s'pose I ain't exactly what you'd call a fashion- plate; 
But if churches are just for fashion, I thin\ it's a pretty state. 
The organ rolled out tremendous and th' singin was superfine. 
But there wa'n't no peaceful feelin's come into this heart of mine. 
They sung th' same words over and let 'em go with a shout. 
Or thrilled and warbled so funny, I couldn't tell what 'twas about. 
The sermon was good, hut somehow, th' fol\s seemed beyond its reach 
As if they thought it useless f'r th' minister t' preach. 
And I couldn't help a-wonderin , as I loo\ed at 'em all so fine. 
How many was loo\in' at others with thoughts not a hit divine. 
For in such a crowd of dresses and-htjnnets and latest style, 
"Why, they seemed th' main attraction and nothin else worth while; 
And th' more I thought about it, th' more I too\ that view. 
And I prayed, "Oh, Lord, forgive them, for they Xnow not what they 



Published monthly by the students of the Maryland State 
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Does Absence Make the Heart Grow Fonder? 

_J(. ou have heard it said from the Normal School rostrum many times 
that a school is as strong as its weakest link. May I reverse that 
truism and announce another — A school is as strong as its strongest 
link. If a link is to be strong so that the chain of friendship, loyalty 
and desire to serve, on the part of its graduates, is to be exercised, then 
strength cannot grow in "absentia". A graduate who makes contacts 
with the school at least once a year, or oftener if possible, knows more 
about the school, its changing policies, its increasingly deeper work, its 
changing faculty personnel, and its strengthened student body. 

To feel the thrill of the tread of one's footsteps along the corridors 
once more; to open the door into one's favorite classroom; to have a 
friendly chat with one's favorite instructor; to see what the elementary 
school is doing; to walk into the busy library and examine the "new 
book" shelf; to note the changes in Newell and Richmond halls; to 
make inquiries about this, that or the other factor which has remained 



potent in one's spirit — all of these things are absolutely necessary if the 
loyal graduate is to function always as a part of the whole. 

Did the school do too much of the work for its students during 
the two-year course? Did the State take the financial burdens off the 
shoulders of the students too liberally when it established its maintenance 
scholarship for all students? Is the two-year course too short a term 
for the developing of a permanent loyalty? 

Ask yourself these questions: Have I written to any member of 
the staff since I left the Normal School? Have I gone back to any of 
the School functions? Have I done any work for the school since my 
graduation day in return for all that was done for me by State, faculty 
and classmates? Does the Tower Light still keep me informed? 

At a recent meeting of the Washington County Unit in Hagers- 
town, this principle was brought out: increased dues will not develop 
loyalty, but an increase in the number of contacts a graduate may 
have with a school will keep alive that friendly attitude which the Alma 
Mater so desperately needs. The Normal School believes in the power 
of contacts. 

LiDA Lee Tall 

cA Reminder 

'o YOU ever think of how much you miss? There are some things 

in all of our lives that have to be passed by — but how many of us 
take advantage of all our opportunities? Of course there are some 
who just don't care. They are missing many things that might mean 
much to them, but if they do not care, then why should we? With 
the majority, however, it is not deliberate indifference, but thoughtless- 
ness. They just "didn't think about"^so we write articles to wajke 
them up. 

This is our school's magaziine and you are our alumni. How many 
times do you look back and recall days spent at Normal and wonder 
what is happening there now? Do you think of the Tower Light as 
a means of finding out? 

It is an intimate magazine. The material contained therein is con- 
tributed by a faculty with whom you are familiar, and by students who 
are filling the places vacated by yourselves. Can you think of any 
other magazine so vitally connected with you professionally? 

But there is more than sentiment that should spur you to subscribe 
to the Tower Light. The contents are selected. Every article is meas- 
ured up to a definite standard and is of value in its own particular way. 
Whether you are interested in the school's progress, in athletics— or 
the social events that are taking place — or an individual's interpretations 
of experiences, in general, you will find satisfaction within its covers. 


The Tower Light gives you the word pictures, the thoughts, feel' 
ings, and expressions of people with whom you have much in common. 
We want you to enjoy the magazine and to find it helpful, and we wel' 
come your criticisms. It is an interesting magazine and a worth- 
while one, but it needs your support. 

We consider you important enough to dedicate one whole issue to 
your activities, and we want you to subscribe for the whole year and 
get our viewpoints. Begin now to utilize your opportunities and give 
us your financial and literary support for the whole year? 

Mary E. Hanley. Associate Editor 

cA.rt Applied in Schools 

j£^^ WAY of introduction the writer admits that no authority on 
''Arts and Crafts" is responsible for the following remarks. They are 
questions asked and conclusions reached by a layman. 

We, who are outside the teaching profession wonder how much 
art — fine and applied — can be taught in the public schools. We frankly 
confess we do not know how much or what kind is being taught at the 
present time. We know, of course, that the percentage of artists among 
school children is small, that free-hand drawing and natural knack for 
coloring or modeling is often almost totally lacking in a class. Fre- 
quently, too, pupils are so discouraged and disgusted with the results of 
their own drawing and coloring that future attempts at artistic work 
receive a sad set-back. But certainly a love of the beautiful should be 
cultivated — an appreciation of the artistic should be developed. 

Therefore, is there anything to be done for the boy or girl who has 
absolutely no talent for the fine arts? Color harmonies can be taught; 
and pictures can be studied, shop windows observed and discussed, na- 
ture's color schemes noted — color consciousness can be gained. In this 
day of applied art there is so much of the mechanical, that every boy 
and girl may attain some degree of skill. A plain parchment shade from 
Woolworth's — or, for that matter, a piece of water-color paper parch- 
mentized and made up over a ten-cent frame — can have oil color rubbed 
in, its transparency heightened by a coat of shellac, the edges bound 
with passe-partout or braid. Your child then has made a usable, effective 
lamp shade. Fast drying lacquer is simple to apply, attractive pictures 
may be cut from any magazine and pasted in place, clear varnish goes on 
smoothly and an unpainted or badly scarred shelf becomes artistic. The 
pupil has not experienced that deadening feeling of working hours on a 
drawing that "won't come right" and is a flat failure. 

Commercial houses today are willing to advertise their secrets — no 


longer does the veil of mystery surround simple mediums for artistic 
work. Take gesso, for example — that revival of an old Italian art. Any 
boy can make his own by following clear and simple directions as to in- 
gredients and amounts; and a battered picture frame or a new teu'cent 
article may be transformed into a thing of beauty. A piece of board, 
sand-papered smoothly, mounted with a picture — (from last year's cal' 
endar, perhaps) and treated with gesso becomes an effective plaque. A 
round cheese box with the same method of handling makes a fine work 
basket. So on — almost ad infinitum! 

Have you ever noticed the continuous business at the artificial flower 
counters — not only in the "five and ten", but in our higher priced stores? 
We who live in suburbs or country can raise our flowers, but apartment 
dwellers have no such opportunity. Shall they be deprived of the soul' 
satisfying joy that flowers bring because of their manner of living or be- 
cause of price? A fold or two of crepe paper, a bit of wire and paste 
with simple mechanical directions will yield more gratifying results 
than we anticipate. How many seed catalogs with their present-day 
excellent illustrations go to city people, do you suppose? If activity with 
shears and paper makes for greater "dreaming" haven't we accomplished 
something worth while? 

Perhaps many of the "objects d'art" displayed in gift shops do not 
meet with our approval. But those shops sell such articles and the public 
buys. Many of them can be made by children. A three-year-old of my 
acquaintance, under the supervision of an adoring aunt cut out from 
magazines bits of colored advertisements, pasted them on a pickle jar of 
good shape, in the modernist's hit or miss fashion, covered the whole 
with a coat of shellac and achieved not merely a "Christmas gift for 
mother", but an interesting and not inartistic vase. 

In the writer's opinion it is far wiser to teach children to do the 
things they can do and get pleasure from such doing than to spend time 
in striving for artistic results beyond their inclination and their skill. 

We started with an admission and we end with one. We freely 
admit that the surface of this subject has not even been scratched. We 
should like to see the matter followed up with opinions from those who 
really know. 

Elsie Hichew Wilson, '08 

Hidden Lake 

On South River, Maryland 

The l^lereids found the place one day. 
It echoed to their joyous play. 

Echo for echo, silvery clear. 

Green hills gave hac\ 

Of carefree cheer. 

But when the sun his golden car 
Drove swiftly to the West afar — 

Hour for hour, brightly sped. 

The sportive maids 

Of l<lereus fled. 

The dawn is flushing red the s\ies. 
The J^ereids on the wave crest rise, 

Gambol and sway, — idyllic ease. 

This playground, theirs, 

Half hid by trees. 

They feel secure from god or man, 
7<lo curious fauns, no teasing Pan 

To moc\ and jeer their natural sport 

Sea queens enthroned. 

The fish their court. 

Another day. 

But ere Aurora raise her eyes 

A fisher youth his trade he plies. 

Ignorant of what place hed found 

He cast his nets 

And looked around. 

The morn his flaming banner flung. 
The priests had to Apollo sung, 

Sunrise the la\e new glory lent. 

The lad felt peace, 

Deep'down content. 

The blue waves on the gold sand curled. 
The whirling eddies gurgled, swirled. 

The 7S[ereids to their play repaired. 

The gaping youth 

To linger dared. 



The l<iereids hashed upon the sand, 
Weaving from foam a spar\ling strand. 

Laughing and low, their voices sound 

Li\e silver hells 

In sweetness drowned. 

An alien note stri\es on their ears. 
Pan again? With taunts and jeers? 

Their sea green hair from jade green eyes 

They sha\e in open 

Eyed surprise. 

Surprise is followed quic\ by ire. 
This mortal with his mad desire 

To view a goddess play — 

If such his wish 

Then let him stay! 

But not a mortal man stayed he. 
He rigid grew, felt stiff. A tree 

Bent low where once the man had stood. 

He may loo\ now, 

A thing of wood! 

But desecrated now their la\e. 

The T^ereids fled, and in their wa\e. 

Left vows, and furiously swore 

That closed to god and man ali\e 

Their la\e forevermore. 

The la\e today cannot he seen. 

Forest girt, the hills a screen — 

Except by those who venture near 
And find the narrow channeling, 
Cho\ed by sedge grass, hrown and sere. 

Eleanora L. Bowling, '28 

Montebello ScKool Contributions 

Miss Winand, Teacher 


How straight and tall you stand 
Through wind and rain and sand. 
Ton tal\ and tell each other tales 
Of summer storms and winter gales. 
And in your branches birdies play 
And hear the children laugh all day. 

Sara Hepburn, Grade 68-2 

V/hen I'm alone beside a tree. 
Of many things it tal\s to me. 
It tells me of the birds that sing 
Among its branches all the spring. 
It tells me of the winter snows 
And of the bitter wind that blows, 
7<lo wonder that I li\e to be, 
All by myself beside a tree. 

Mildred Brady, 6B 

How nice it is to be alight 
V/ith my candles shining bright. 
With children standing round me, too. 
While I watch the things they do. 

Ardell Shawen, Room 211, 6B 

Long ago there was a great elm that stood in the center of a 
small town. Everyone loved the old tree because it gave its shade to 
the people in the heat of the summer and in the winter it was the 
most beautiful spot in the village with its towering branches laden with 
snow and ice. The tree was known all through the country. One day 
the king thought it would be very beautiful in his castle grounds so 
he sent men to get it. When they got to the village they were very 
unwelcome. The people fought for the tree and drove the men from 
the village. The king was kind and when he heard of what the people 
had done he said, "Let the tree stand." So to this day, standing in 
the center of a large city, is the Great Elm. 

Robert Schlitter, 6B 

I am alone in a field, but yet I am happy. The bees and butter' 
flies flit in and out among my waving branches and birds make nests 



in them. I like to watch the snow white sheep nibble closely at the 
grass under my feet. I often give the tired and overheated shepherd 
shade. Would you like to be me? 

Alice Hecker, Grade 6A'2 

I stand beside the school all day, 
And hear the children wor\ and. play. 
And when the hell rings out they run. 
Into the yard to have some fun. 

Alice Hecker, Grade 6A'2 

My home was in a great forest, where the wind howled, and the 
snow fell fast. It was very, very cold. When I talked to the other 
trees they seemed to be very cold, too. My wish was always to be cut 
down and made into something. One day there came a man who cut 
me down and dragged me to a wagon. Then I was taken to a factory 
where they cut me into boards. I was then made into a big chair and 
sent to a store to be sold. The people placed me by a window where 
I could see the snow fall and was glad I could be nice and warm. 

Dorothy Miller, 6A'2 

O little child that stays all day 

B'neath my leafy arms to play. 
Tell me what you're thin\ing of. 

As I stretch my houghs above. 

All the things that I give you, 

Ma\e me very happy, too. 
The boats, the houses, and the toys 

That are made for girls and boys. 

Ruth Hirzel, Class 6A'2 


What are you thin\ing of, 
O lonely tree? 
Ton pray to God above 
And He replies to thee. 

What do you do all day, * 

O lonely tree? 

You watch the children play 

And dream of things you see. 

Margaret Young, 6A'2 



O beautiful snow, 
Tou are spreading your gown 
Over the land 

' ' ' Toni^t 

Tour veil on the trees. 

Tour gown on the land 
And down in the glen 
Are your slippers 
' ' ' White. 

Nancy Hiss 

0/ Snow so bright 

So white 
Tou \eep the earth from 

the frost and cold. 
Mother H^^^'^e made you 

Made you to help the 

world in need. 
Tou are the blanket of the 

earth and flowers. 
______^^ Betty Morrow 

Contritutions from tKe Campus Elementary 

KINDERGARTEN— Original Stories Told by the Children After 


"The Adventure of the Little White Boat" 

Once there was a little boat. He was going down the river with a 

boy in it. He saw a big motor'boat, and behind it a big steani'boat 

was hooked on it. The little boy rowed up to it and got on it. The 

Captain said the motor was broken, and the motor boat was pulling it. 

They hooked the steam^boat to the dock and a man came out and fixed it. 

Charles Weitscher 
Once there was a Httle boat, and he went so fast. He saw a big 
motor boat right in back of him. The little boat said "I'm afraid of 
that". So he went right out in the middle of the river. 

A fisherman was in the motor boat fishing, and the motor boat said 
"Get off my boat." Then he went so fast that before you knew it he 
bumped the fisherman off and that was the end of the fisherman. 

Billy McGrath 


POEMS— Kindergarten 
Once I made my snow man 
Right in my play yard 
And where do you thin\ he went? 
He went into the ground 
To ma\e the flowers grow. 

Charles Weitscher 

Gypsies in the moonlight, creeping thru the trees, 
They go quietly for they do not ma\e a sound. 
Then they turn, and not loo\ing where they go 
They hump into a tree! 

Frances Blackburn 

Mister Snow Man I made one day. 

And where do you thin\ I made him? 

I made him on the side of my house. 

Isieoct day the warm sun came 

And then where do you thin\ he went? 

I guess he went to the Old T^orth Pole 

Because I don't thin\ he would go down South! 

Jeanne Kennard 

One day I was on my horse riding. It was snowing that day. 
Soon a Hon jumped out on my poor horse. I gave it a box in the 
ear, and it let go of my horse but it was dead now. The Hon ran 
away much to my deHght, and I continued on my journey. I soon 
got tired and sat down on a stump, and went to sleep. In the morn' 
ing I found myself on a church steeple. I jumped to the bottom and 
went on. 

Charles Canedy 


It was on Friday at five o'clock after school. We were home. 
The snow was coming down like cats and dogs. Just then our old Aunt 
came into the room and said ''You big boys ought to go out and have 
a snowball battle." That was the first good idea she had had for 
years. At that the two boys ran out of the room into the hall. We 
went to the closet and got our coats and hats. Out of the door we 
went, slamming the door. When we were thinking whether to fight 
out in the open or build a fort. Father came home. Then came the fun! 
Frank said "Let's have a battle with him". Their father heard the plan. 
Running into the house he dropped the things he had and made a bee 
line for the back door. When he got out back he built a fort, then 
Continued on Page 41 


WasKing,ton County 

^Q^UR UNIT dinner is always the big feature of the year. So many 
ot our girls have been married recently that it keeps one busy taking 

Margaret McCauley ('21) married since Christmas to Mr. Turk — 
and is living near Riderwood. Marguerite Stoner ('22) married in 
October to Mr. Browning Rench, living in Washington, D. C. Anne 
H. Richardson ('23), rural supervisor in Washington County Schools, 
has gone to Columbia University for the second semester's work. Char- 
lotte Helm ('24) was married in September to Mr. Babcock and is now 
living in Charleston, West Virginia. Mary Potterfield ('24) was mar- 
ried to a minister in October. Mabel Snyder ('24) took a ministerial 
husband in August last. Harriette Brewer ('27) recently gave an an- 
nouncement party — a Spring wedding i?, contemplated. Louise Young 
('27) was married on Thanksgiving Day, November 28, 1929, to Mr. 
Burns of the Hagerstown High School Faculty. Naomi Harsh ('24) 
has been married since Christmas to Mr. Taylor and is living in Wil- 
liamsport, Md. 

Our schools seem to be a good matrimonial agency. 

Laura C. King 

"By tKe Dozen!" 

J^^ GROUP of one dozen 1915 girls have found much joy by keeping 
in touch with each other since the days of "Lafayette Square." Meet- 
ings have been held periodically, and a meeting never occurs but that 
there are recalled the happy days at Normal, and a new interest and 
enthusiasm aroused for the school of our choice. 

Each meeting has had the forward look to a big class reunion in 
June. All class members of 1915, please take notice! We should espe- 
cially welcome any who would like to add to our dozen and have good 
times with us. 

There seems to be no finer way of spreading Normal School in- 
terest and enthusiasm than by old members meeting in the name of 
and for the sake of an institution which stands for the development 
and growth of efficient society. 

A stronger loyalty and a sincerer devotion, I am sure, exists on 
the part of each of the dozen 1915 members, and that means that 
twelve communities are permeated with an influence that is measure- 
less in value. Ruth Parker. 

Glenbumie, Md. 


Harford County Notes 

XmJ^^ June fifteenth the Harford Unit most delightfully enter' 
tained the Harford County graduates of 1929. Miss Scarborough was 
present and eleven graduates. Supt. C. Milton Wright of Harford 
made a pleasing speech of welcome to the graduates and Miss Jane 
Naylor, Supervisor, took them under her care. The school children de- 
lighted the assembly with their "Spring Fantasy." Miss Scarborough 
delighted our unit by her enthusiasm regarding our efforts. If Miss 
Tall will permit us, we are looking forward to giving a reception to 
Harford's graduates of 1930. We hope to have present all the grad' 
uates of this year, all the alumni of last year's class and all the active 
members of Harford's unit and many others who are not active at the 
present time. The afFair was inspiring and "bridged the gap" between 
leaving the Normal as a graduate and entering Harford as a teacher. 

In November Misses Bessie Kelly and Hattie M. Bagley attended 
as guests the yearly meeting of the Cecil County Alumni Association 
which was held at the home of Miss Katharine Bratton, Elkton, Md. 

The Harford County Unit of the Maryland State Normal School 
Alumni Association wish to record the deep loss they feel in the death 
of their beloved member, Mrs. Otho S. Lee, who died Thursday, De- 
cember 12, 1929, at her home. Main Street, Bel Air, Md. 

Resolutions of Respect 

JC he Board of Education notes with sincere regret and sorrow the 
death of its President, Mrs. Helene A. B. Lee, who for more than 
eleven years has been one of its most valuable members, and hereby 
records these minutes with reference to her services: 

Appointed by Governor Harrison in 1918 and reappointed by 
Governor Ritchie in 1924 and again in 1929, she has during that time 
been an important factor in the cause of Public Education not only in 
Harford County, but in the State of Maryland. Her painstaking dili' 
gence, ripe experience as a former teacher, and sound judgment in busi' 
ness matters, were always at the service of her associates with whom 
she worked in hearty accord. She possessed a poise of mind and bal' 
ance of judgment singularly her own. These, with her integrity of 
character and fearlessness of action which never wavered, made her 
presence in the Board a tower of strength. 

As its president since May, 1922, she exhibited rare ability as a 
leader, carrying on the business with dispatch, and as its spokesman 
gained for herself and the Board a reputation for fair dealing and 
justice in its decisions. 



As a former teacher of many years' experience, all spent in Har- 
ford County, she had first-hand knowledge of the professional prob' 
lems of the classroom, and through keen interest and diligence worked 
with the Superintendent and teachers to improve actual classroom in- 
struction thereby helping promote through the schools a high standard 
of training for citizenship. 

Mrs. Lee's personal association with the members of this Board 
are a delightful memory, and her work for the cause of Education and 
the uplift of humanity is a fitting monument to a well spent life. 

W. Beatty Harlan, Vice-President. 
C. Milton Wright, Secretary. 

qA. Message from Cecil Unit 

^p^jp^ retched" is the kindest word one can use descriptive of the 
weather the afternoon of Saturday, November twenty-third. True, 
there were big, feathery flakes of snow, which looked very white against 
the leaden dullness of the clouds and the black branches of the trees, 
but the atmosphere was that penetrating kind when the thermometer 
registers just too low for rain, and makes us feel shivery and glad to 
get indoors from the dampness. 

In the big parlor of the colonial home of Miss Katharine Bratton 
in Elkton, how different the scene and atmosphere! A bright fire burned 
in the fireplace heater. Comfortable chairs, tables and shaded lights 
were everywhere, and potted plants and cut blooms seemed to nod their 
approval of the company and of the exercises. 

The meeting with twenty members and guests was called to order 
by the president, and the usual form of business meeting was fol- 
lowed. Our secretary read the minutes of last year's meeting and told 
of our finances. She reported the return of a loan which our unit had 
made to a Normal student some years ago, and of contributions we 
had made to projects of the state association at Towson. She reported, 
too, that the Cecil Unit had had two representatives at the Home 
Coming Meeting of the previous Fall, and two at the annual meeting 
and banquet last Spring. 

The president then introduced Dr. Snyder, of the Normal School 
Faculty, who, in her charming manner told us of the accomplishments of 
many recent graduates of our Alma Mater. She named a number of the 
outstanding girls which brought happy recollections to some of us. 

Dr. Snyder was followed by Miss Sarah Brooks, formerly of the 
Teachers' Traiiiing School, who spoke to us of the continuity which 


our meeting established — how we are the link which binds the past 
to the future attainments and comradeship of our school. Miss Brooks' 
thought, so aptly expressed, left us deeply impressed. 

Another of our guests, Mrs. Laura Phelps Todd, told us of her 
trusteeship with Dr. Love, of the Sarah E. Richmond Loan Fund. 

Miss Hattie Bagley and Miss Kelly from the Belair schools were 
present, representing the Harford County Unit. They told of some 
of their plans and accomplishments, bringing us an exchange of ideas. 

Next, Miss Mary Hudson Scarborough, who is known to all of us 
as the very spinal column of all of the Alumni Association — ^brought us 
the news of the plans and aims of the State Association for this sch'X)l 
year. Miss Scarborough brought us word, too, of the extreme illness 
of Professor Austin, and asked us to send the greetings of our Unit 
to him. 

The closing hour of our meeting was given over to reminiscences, 
a song by two of our members, humorous readings by a talented friend, 
and refreshments. If there is an Alumni Unit, in all this broad state, 
which holds more interesting sessions — accomplishes more or greater 
things, and separates with pleasanter recollections and kindlier feelings 
for one another, we challenge them to write it up for The Tower 

Mary Smith Field, President 
Katharine M. Bratton, Secretary. 

Units Help Financially 

The following County Units contributed substantially toward the 
Alumni Card Party last year: Harford County, Cecil County, Wash' 
ington County, Talbot County, Anne Arundel County, Carroll County, 
and Montgomery County. 

An Old Friend Remembers Us on Founders' Day 

We received the following telegram on Founders' Day from former 
Governor Harrington. It is pleasant to be remembered. 

"Greatly regret my inability to be present. 

Very best wishes. 

Emmerson C. Harrington, 

Cambridge. Maryland." 


Officers for Alumni Association for Year 1929-30 

President — MiSS LuCETTA SiSK 
1st Vice-President — Mr. Lloyd Palmer 
2nd Vice-President — Mrs. Mary Fields 
3rd Vice-President — Miss Stella Brown 
Treasurer — Mr. Owen Thomas 
Secretary — Miss Edith Carl 

Mr. George Schluderberg, Chairman 
Mr. Henry Blentlinger 
Miss Hattie Worthington 
Miss Ella Smith 

Miss Hattie Bagley, Chairman 
Miss Helen Tilghman 
Mrs. Emma Myres Read 

County Unit CKairmen 

Allegany — Mrs. John Dunkle, Frostburg, Md. 
Anne Arundel — Miss Ruth Parker, AnnapoHs, Md. 
Baltimore — Mrs. John Raine, Towson, Md. 
Calvert — Mrs. Everard Briscoe, Prince Frederick, Md. 
Caroline — Miss Mildred B. Nuttle, Denton, Md. 
Carroll — Miss Myrtle Eckhardt, Westminster, Md. 
Cecil— Mrs. T. M. Fields, Elkton, Md. 
Charles — Miss Jane Gray, La Plata, Md. 
Dorchester — Miss Margaret Mills, Cambridge, Md. 
Frederick — Miss Gertrude Smith, Brunswick, Md. 
Garrett — 

Harford — Miss Hattie Bagley, Bel Air, Md. 
Howard — Mr. Lionel Burgess, EUicott City, Md. 
Kent — 

Montgomery — Mrs. James Barnsley, Rockville, Md. 
Prince George — 

Queen Anne — Mrs. Algeron Carter, Queenstown, Md. 
St. Mary's — Miss Hope Greenwell, Leonardtown, Md. 
Somerset — Miss Christie W. Horsey, Crisfield, Md. 
Talbot — Miss Novilla Callahan, Easton, Md. 
Washington — Miss Laura C. King, Hagerstown, Md. 
Wicomico — 

Worcester — Miss Elizabeth Mundy, Snow Hill, Md. 
Baltimore City — Miss Mary Braun, 1733 N. Broadway, Balti- 
more, Md. 



Who's Who 

Allen Hulsizer was born in Flemington, New Jersey. He was 
educated at Harvard and Columbia. He has held various positions in 
rural education. He was Director of Rural Education at the Maryland 
State Normal School at Towson, and Director of Education at Haiti. 
This year he was appointed to plan, organi2;e, and direct the new dem' 
onstration school in Delaware. 

Sally Lucas Jean is known in this country and internationally as 
an authority in the field of health education. She has recently returned 
from the Philippines where she was sent by the U. S. Government as 
adviser in organi2;ing a program of health teaching for the public schools. 
Miss Jean is a Marylander by birth and an ex-student of the Maryland 
State Normal School. She now resides in New York. 

Continued from Page 3 5 
he got a lot of snow balls and charged them from the back. The snow 
flew in every direction, north, south, east and west. Only about six 
were felt. Finally, their father was conquered and only one fort was 
left standing. 

TiNNEY Skeen 

One morning I woke up and looked out of the window. I saw 
a funnyshaped figure. I wanted to know what it was, so I hurried 
and got dressed. Then I ate my breakfast and went out to see what 
it was. I soon found out that it was a "ragged shaped cat". It was 
a mystery to me. How did the snow form it? 

Doris Clarke 
Greedy! Greedy! He eats snow. 
He said "All the snow in the world is mine." 

Greedy! Greedy! He eats snow. 

He eats a lot of snow without thin\ing. 

Greedy! Greedy! He eats snow. 
Yesterday, he got what he deserved. 

Greedy ate a ton of snow — 
The whole world of snow. 
He got cho\ed from it. 
Greedy — the world, got cho\ed. 

Doris Spicer 


Men's cAtKletics 

..^Claying an improved and snappy game on January 25, the Normal 
School basketeers sunk Elizabethtown College to the tune of 47-28. The 
Profs jumped into an early lead and were never headed. Although the 
teachers were greatly handicapped in size and weight, their superior play- 
ing and fast passing more than overcame the handicap. 

The play was rather close during the first half, the score at the end 
of the period being 20-10 in favor of the home team. In the final period 
the Profs buried all hopes of an Elizabethtown victory by a barrage of 
sure shots. 


G. F. T. 

Himmelfarb, f 

Davidson, f 

Jansen, f 1 2 

Denaburg, c 8 7 23 

Peregoy, g 2 1 5 

Aaronson, g 8 1 17 

Dalin, g 

Totals 19 9 47 

Score by halves: 

State Normal 

Elizabethtown College . . 
Referee — Menton. 


Zarfoss, f . . 
Ewency, f . . 
Trey, f . . . . 
Herr, c. . . . 
Angstadt, g 
Hackman, g 
Cwencer, g. 
Bower, g. . . 







10 28 



The Maryland State Normal School basketball team left Towson on 
January 31 to play in Wilmington, Delaware, and Shippensburg, Penn- 
sylvania, on successive nights. 

On the first night against Beacom College of Wilmington the Profs 
lost a heartbreaking contest by one point. The game was not decided 
until the last second of the play when Normal, with the ball in its pos- 
session, could not pierce the Beacom defense. The final score was 23-22. 

Against Shippensburg T. C. the teachers did not show up so effec- 
tively. The team's shooting was far off its regular form and many points 



were lost while the Shippensburg cagers steadily increased the lead. 39' 
23 was the score. 

JUKIORS, 31— TOWSON H. S.. 19 

The Junior basketball team avenged a defeat handed to them by 
Towson High School when it slapped a 3149 score on the Towsonites in 
a return game held on February 4. 

The first half ended with the Junior team leading by one point, but 
in the second half they played such a fast and bewildering game that 
Towson made but one basket until the final minutes of play. 

G. F. T. G. F. T. 

Davidson, f 5 1 11 Magness, f 3 1 7 

Cohen, f Smith, f 

Himmelfarb, f 1 1 Hope, f 1 1 3 

Lipsitz, f Nolker, f 

Jansen, c 6 2 14 Fowble, c 2 2 6 

Yaffe, c 1 2 Gelkon, g 

Woolston, g Rubeling, g 1 1 3 

Trupp, g 1 1 Codd, g 

Silbert, g 1 2 

Brose, g 

Totals 13 5 31 Totals 7 5 19 

Score by halves: 

Juniors 12 19 — 31 

Towson High School 11 8 — 19 

Referee — Sherry. 

Gallaudet College, of Washington, triumphed over the State Nor' 
mal School basketball team at Towson on February 9, 40 to 34, but the 
home team gave the visiting team a busy afternoon of it. 

The game was nip and tuck throughout. With three minutes to 
play and the score 32 to 30 Gallaudet started to freeze the ball, pulling 
the Profs out of their zone defense. Within one minute, Cosgrove, ver' 
satile flash, looped in three successive baskets. Denaburg and Davidson 
pulled the Profs into the running again with a field goal apiece, but the 
whistle halted the rally. 

Jansen assumed a new role when early in the first half Coach Min' 
negan found it necessary to shift him to guard when Ringle proved too 
tall for the diminutive Peregoy on rebound shots. 


G. F. T. G. F. T. 

Cosgrove, f 8 1 17 Davidson, f 2 1 5 

Hokanson, f 2 15 Jansen, f 3 17 

Katz, f Denaburg, c 6 4 16 












Ringle, c 6 1 13 Peregoy, g 

Wurdemann, g 113 Himmelfarb, g 

Bradley, g Aaronson, g 2 

Brown, g 1 

Totals 18 4 40 Totals 13 8 34 



Score by halves: 





Referee— Samilton. Timer — Fowbk- 


State Normal crushed the Blue Ridge College basketball team at 
Towson on February ^2, under a 42 to 20 margin. A first half, which 
the zone defense of the Teachers made monotonous by its invariable 
throttling of the Blue Ridge attack, ended 26 to 3, in favor of State 

Blue Ridge was unable to score anything resembling a field goal in 
this period, the three points coming from single fouled shots. In the 
meantime, Denaburg and Davidson were leading the State Normal scor- 
ers in registering enough points to make certain of the result. 

In the second half, Blue Ridge rallied against a Normal defense, 
which had grown careless with success. But the brakes were tightened 
again, and the remainder of the Blue Ridge scores came from outside 

In a preliminary game, St. Cecelia's defeated State Normal Reserves 



G. F. T. 

Jansen, f 4 8 

Himmelfarb, f 2 4 

Brose, f 

Trupp, f 

Davidson, f 4 1 9 

Denaburg, c 5 2 12 

Aaronson, g... ....•• 2 2 6 

Dalinsky, g . GOO 

P?regoy, g 1 1 ^ 


Totals 18 6 42 

Score by halves: 

State Normal 

Blue Ridge 

Rejeree — Hamilton. 


G. F. 

Baker, f 1 2 

G. Barnes, f 1 

Lumb, f 2 

Benedict, c 3 

R. Barnes, g... 2 

Engle, g. .' i 

Miller, g 






>buretl\e Judge 

Was It Fair? 


Scene 1 
(A baseball diamond back pf Silas Williams'' farm. A capacity 
ci;ow,d of ipp fans is waiting for the beginning of the first game of a 
series to be played by the two leading teams of Centreville; the Hoosiers 
and the Mudhens, for the championship of the village.) 
Sijas: Williams: 

(A spectator a.t the game mpets two friends, Hack and Hiram.) 
Howdy, boys . . . How yuh all been? . . . Fine and dandy, thank 
yuh. Well it looks like this yer series is agoin' ter be the biggest 
^yent in town sipce the sheriff's cow wus stolen. 

m'^m- , 

So tis, Si, and it's agoin' ter be a big event fer the Hoosiers, cause 
they is agoin' ter lick 'em Mudhens, yuh mark my word. 






(Thoughtfully) I wus considerin' bettin' on this yer game and 
t>eing as; y^h mentioned ih^ Hoo^^ers, Si, I'll pHce my money 
on 'em ter win,. 

Listen, Si, if yuh is agoin' ter bet on this yer game, I advise yuh 
ter put your money on the Mudliens, cause I gotta, hot tip from 
the batboy tl^et they can't lose. 

Nope, Hack, I'm bettin' on the Hoosiers and furthermore 'em hot 
tips always did burn a hole ii> my pockethook. 
LATER: (Hoosiers LOSE BY A SCORE OF 5 TO 0) 

Scene II 
(Same as Scene L The second game of the championship series 
is about to begin. ) 

(Again meets his two friends Hack and Hirain. Disregards 
Hiram's presence and addresses Hack.) Well, yuh picked the 
winner yesterday and Hiram picked the loser fer me. Yuh know,, I should 'aye tak^n your advice in the first place. 

Well yuh car| ma^e it up tpda^y. Si, by just doublin' your mone^^ 
o^ tfie IS^uciJiens, cause there's no outfit in these parts thet can 
lick 'em. 



Hiram : 

(Timidly and in a quivering tone) Listen, Si, don't let thet there 
first game change your mind. Thet wus the first time the Hoo' 
siers played before 100 fans and they wus sorta nervous. If yuh 
•want ter git your money back I advise yuh ter stick with the 

Silas : 

(Emphatically) Nope, I'm bettin' on the Mudhens and further' 
more yuh couldn't pick feathers off a dead chicken. 

Scene III 
(Same as Scene II. The third and final game for the champion- 
ship of Centreville is about to start.) 

(For the third time he again meets his two baseball friends.) Now 
don't yuh boys rush me with your hot tips, cause hereafter I'm 
using my own jedgment. 

(Humbly) Hack and me 'ave agreed, Si, thet the Hoosiers is 
agoin' ter win today and I thought I'd let yuh know, cause when 
we two agree there is something liable to happen. 

(Vehemently) I sed I'm using my own jedgment. I 'ave picked 
the Mudhens and I'm agoin' ter stick wid 'em. 

J. J. Baranco, Junior 3. 

A woman in the suburbs was chatting over the back fence with her 
next-door neighbor: 

''We're going to be living in a better neighborhood soon," she said. 

"So are we," volunteered Mrs. Next-Door confidently. 

"What? Are you moving, too?" 

"No, we're staying here." — Christian Register. 


Hiram : 


Little Girl: "Why are the chickens making such a noise. Mum' 


Mother: "They want their breakfast, dear." 

Little Girl: "Well, if they're so hungry why don't they lay them- 
selves some eggs?" — Happy Magazine. 

A busy man picked up the receiver of a party-line phone and heard 
two ladies talking of clothes. As he could not get the operator while 
these dames had possession of the line, he hung up. A few minutes later 
he took the receiver and heard more of the same conversation. He grew 
impatient, and said gruflOiy: "Ladies, will you please take your clothes 
off the line?" 



"Girls were harder to kiss in your day, weren't they grandpa?" 
asked Dick Becker. 

"Mebbe," was the response. "But it wasn't so dangerous in them 
days — the old parlor sofa wouldn't smash into a tree just about that 
time." — Witt. 

Mrs. Upmore: "She is a wonderfully talented woman. I wish I 
had her vocabulary." 

Mrs. Suddyn-Klymer: "It's certainly a fine one; but it broke down 
with her the other day, miles and miles from anywhere, and it cost her 
fifteen dollars to have it hauled to the nearest repair shop." 

Teacher: "They cut down the banana trees and suckers grow up 
from the stumps." 

Little Boy: "Gee, I wish I was there and could get some suckers." 

"Oh, Jack the baby has swallowed the matches — what shall I do?' 
"Here, use my Cigarette Lighter." 

Mrs. Blue: "How do you control your husband while you are 

Mrs. BI<Jc^: "I leave the baby with him. 

"Is your new stenographer named Alice?" 

"Yes, why?" 

"You always use that name when you talk in your sleep." 

"Well, she does such poor work that she is always on my mind. 

City Slic\er: "What does your son do?" 
Farmer: "He's a bootblack in the city." 

City Slic\er: "Oh I see, you make hay while the son shines. 
Purple Cow. 

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For three score and ten years 
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130 W. Fayette St. 
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When you want Costume Jewelry, 
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Headquarters for School Supplies 

L P. Binders, 50c. 

L P. Fillers, 3 for 25c. 

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Waterman's Fountain Pens and Ink 

Soda 401 York Road Candy 




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The School Room Psychologized. .LuVerne Crahtree 3 

Claudio, the Perfect Teacher Florence Levin 6 

Outdoor Stories Frances Taylor 8 

Spring and Her Riches M. Harshmann 10 

Poetry 10 

Among Us Books Anne Royer 1 4 

Good-bye to All That Dorothy G. Rosen 16 

My Impressions of New York Mary Hanley 17 

The Convict Ship J. J. Baranco 19 

What Shall We Dramatize? Harold Moser 20 

A Dramatization Project Members of Senior 6 22 

Editorials 24 

School Notes 26 

Elementary School Contributions 31 

Athletics 33 

On Getting Up E. L. Rittenhouse 36 

Darkey Jim's Defense Selected 37 

Jokes 39 

Advertisements 40 

% ®ofer fltgijt 

Vol. Ill April, 1930 No. 7 

^e School Room Psychologized 

j£. HE LONG lean-fingered dawn is finding its way through the dark sky 
— in just such a way the psychological awakening is illumining educa- 
tional darkness. Miss Si Kology is dressing. Si is a school teacher; not 
a mere school teacher, but a psychological school teacher. She dresses 
quickly, but not hurriedly, for she has reduced her morning routine to the 
plane of habit. And as her synapses are attending to these details her 
spirit is absorbing the glory of the dawning day, her mind is playing with 
its possibilities. 

Si rises early — not because it has anything to do with worms, for she 
has her native material already collected. In fact all her material is ready 
for the day, all her lessons are planned. She rises early because the 
school in which she teaches is across the city. There was a vacancy in 
the school next door. A teacher of the "After me the children come 
next" type would have insisted on having such a convenient parking 
place. But when the Supervisor said to Si, "There is a special class at 
the Styxville School that needs you," Si did not go insane trying tc 
make a decision — professionalism was always first with her. 

But Si did not need all the time from dawn till 8:45 to get to 
school even though that school was Styxville. There were other consid- 
erations. When Si's children trooped in at five minutes of nine they 
were not going to be emotionally upset for the day by seeing their 
teacher frantically tearing off her coat and hat, and flitting about the 
room collecting books and dotting a few last i's and crossing a few last 
t's in the hastily scribbled seat work on the board. Their teacher would 
be standing at the door with a fresh morning smile on her face (A well 
fed smile it was — for Si was the kind of a girl who ate breakfast and did 
not rely on the hapha2;ard guzzling of sandwiches at odd moments — 
very od,d moments — to get her through the day) . Si was always stand- 
ing in this position at five minutes of nine for she always allowed time 
enough for any or all emergencies in transit — time enough for the chang- 
ing of five tires, tie-ups, and calling Carl. 

The children come in psychologically. Louis is feeling a little 
aroused because Abraham stepped on his toe, but remembers in time that 
as captain of his row he can hardly justify malicious retaliation. When 
the Friday afternoon conference arrives and all the children rate them- 
selves and each other on certain character traits Louis wants to write 
down a few oerfect scores with impunity. 


The smile infects the mall. The tranquillity of the room quiets 
Rosa's nerves. Her hypo'thyroid neurotic mother brought the home in- 
fluence as far as the door — but fortunately Rosa who is rather high- 
strung herself can absorb a little tranquillity here. 

There is a glow of forsythia in the corner, and the delicate scent 
of sweet peas reminds Helen of the fairy story she was reading in the 
"LIBRARY" the day before. A plot for a story of her very own starts 
trickling through her head. When Helen tells her original stories to the 
other children the more sluggish imaginations are awakened to similar 
efforts. Helen's reveries are broken into by Jack with an armful of 
number combination cards. He reminds Helen that she is invited to join 
his class of two in the back of the room. It is much less pleasant to do 
number combinations than to construct a tale of a fairy princess kid- 
napped by an Indian (The Indian crept into it because his picture was 
on the wall. In fact Indians were creeping into these second graders' 
very bones for there were Indianlike suggestions everywhere — pictures, 
trophies, reading units, and a sandtable). But Helen sees her woeful 
number graph unmistakable in red on a white chart. She won't be the 
worst in the room in Arithmetic so she follows Jack to the corner, and 
seated on a Kindergarten chair competes with the next to the worst child 
in the room for number supremacy. 

Si has been more or less of a receiving line during this time. Her 
proceeds so far have included tulips — to supplement the forsythia and 
sweet peas, much seeming junk, and a chicken. The flower committee 
carry off the tulips immediately. There is some discussion among the 
committee as to the best vase for the flowers. An aesthetic sense is be- 
ing cultivated, and shape, size and color are all being taken into consid- 

Ginger — the rough and tumble champion has contributed a home 
made bow and arrow. This bow and arrow is not simply a bow and 
arrow it is a sublimated fighting instinct. Formerly with Ginger the 
fight was the thing. He is now getting more interested in making fight- 
ing things for these fascinating Indians than in personal indulgence in 
the sport. Formerly any of his little girl friends were just as entitled to a 
well aimed fist in the center front as the biggest bully on the play- 
ground. But recently the class had a play and it was his fighting as 
chieftain that saved the women and children from a terrible fate. He is 
gaining the idea of when and whom to fight from this innoculation. 

It was Georgie who brought the chicken. Cxeorgie had always felt 
inferior to his fellow strivers — a feeling brought on by working with his 
intellectual superiors. He was now correctly placed, but he wasn't quite 
sure of it yet. Georgie's home was sufficiently suburban to permit of a 
few farmlike facilities. Si had been playing up the contributions which 
he could make along this line. This fluffy yellow chicken was the result. 

Si had planned as the first lesson of the morning a nature lesson on 


buds but cancelled it in favor of the chicken which was already occupy 
ing the center of the stage, and a mere bud wouldn't have had a chance 
against it. Georgie seemed to feel very superior as he explained how the 
chicken took its first crack at the world. There was a general air of free- 
dom throughout the discussion. The teacher was not there except for a 
leading thought question now and then. The initiated could feel a 
good composition growing out of this discussion. The apparent ease of 
the whole thing, the consideration of one child for another was the re- 
sult of months of careful habit training. 

Thus, with many more utilized opportunities, doth the day pass in 
the studio of Si — the psychological teacher — moulder of souls and person- 
alities. Thus doth she utilize instincts and environment. She is even 
willing to put on a little less lipstick so as not to distract attention from 
those things which are being emphasized in colored chalk on the board. 
Every child should go to school to her. But unfortunately she's "just too 
good to be true" — she doesn't quite exist. (Although they approximate 
her in Cleveland.) For most of us she is but a Freudian dream — of the 
wish fulfillment type. 

Lu Verne Ceiabtree 

I SKall Remember 

There was the freshness of an April morning on her lips. 

Eyes with the hec\on of a silvery dawn in them 
And laughter li\e the call of birds at the day's hrea\ing, 

Calling to a hope and a dream of a new summer. 

She who never found her dream. 

She who \issed the tips of her fingers in a soft farewell to an April 
An evening's glooming in a requiem of stars. 

I shall remember her when a spring moon opens its poc\ets of shadow 
I shall remember. 

C C. Carroll. Jr. 1 

Claudio, the Perfect Teacher 


JL hree Times a week, with amazing regularity, I visit with Claudio 
in the health education room of a certain school in Maryland. Once, in 
a weak moment, he descended from his customary dignity and made a 
special confidant of me. This was the first time he had ever confided 
his deepest secret to anyone. He told me that at the age when he could 
not protest, a thing happened that affected his whole life. His mother 
patched up a cognomen for him from all the picture magazines she had 
ever read and, having concocted what she felt was a lovely name with a 
melodious swing to it, announced to the world through the ordinary legal 
channels that henceforth he was to be called Claudiosiphus Maynard 
Hopperbergen. Many people, especially his classmates, agreed with his 
mother that it was a "lovely name with a melodious swing to it" and it 
was only after long and drawn battles that Claudiosiphus achieved the 
abbreviation of "Claudio." Although by this time Claudio had devel- 
oped a special technique in the line of living down such names as his, he 
found it impossible to cut "Claudio" down to "Claud." 

Claudio was once an important personage, but now he is not; 
in fact, he is a mere shadow of his former self. Those who 
know Claudio as I do will agree he was once only skin and bones, 
poor thing, but now he is only bone. But such bones he has! All so 
straight and meticulously in place and of such a lovely soft yellow as 
is the result only of age! Claudio is old, so old that I had to hide my 
resentment when he smiled down on me with his wide, never changing 
grin, in which he uses to display his perfect teeth. He seemed to say, 
"You are but another one of the many disciples who are ever sitting at 
my feet." Although Claudio seemed to think me insignificant, he went 
on telling me about himself. But let me first tell how Claudio looked 
to me. 

He was of the small, dapper type that had such a difficult time get- 
ting enough padding into their box coats to look like the current hero. 
His hair was brushed straight back until it almost reflected the glory 
with which he had surrounded himself. In the matter of dressing, 
Claudio represented the last word — if everyone's coat was square, his 
were squarer; if everyone's trousers were wide, his were wider; if every- 
one's mustache curled up, his curled even more. Just as he put his heart 
and soul into his dressing so he put them into his work. Claudio was a 

It was in his school that Claudio was at his best; there he was su- 
preme in all things. He had always thought that his classroom looked 
quite nice with its rows of desks screwed to the floor and with its birch 
rod in the corner; but he soon found out from some upstarts called "stu- 
dent teachers" that in some circles he, Claudiosiphus Maynard Hopper- 
bergen, was behind the times. Seeing no reason why he should continue 
to be in the position where he could be out of style, Claudio said he 


started to read all the educational books he could get. He tried to prac' 
tice them all and become the perfect teacher. After a time, however, he 
found it so annoying to find activities, so perplexing to discover free ac 
tivities, and so taxing to have creative activities that he decided to end 
it all. Poor Claudio had failed to execute all the theories he had read 
about, but it was by his very extinction that he accomplished his ideals. 
After all his efforts to leave all classrooms, he found himself back in one 
and being a perfect teacher in the bargain. He lets everyone else do all 
the talking and doing. He is the "colorless medium" as only a really 
good teacher can be. He is so colorless, in fact, that one can look straight 
through him. Claudio, who found it trying to get illustrative material, 
is now himself illustrative material. He spends his time displaying the 
framework of human beings in the health education room where I visit 
him. Claudio is always "at home" so drop in, and pay your respects 
to him. 

Florence Levin 

To a Frog 

Little froggie. 
How you hop. 
Bob your head 
And never stop. 

Little froggie, 
"With heady eyes 
Hold your head 
To the s\ies. 

Little froggie, 
Croa\ing at night 
Tell the world 
All is right. 

Little froggie, 
Where's your heart? 
Has it braved 
Small Cupid's dart? 

Little froggie. 
Before 1 go 
Won't you hop 
0§ my toe? 

Charlotte Freeman. Sr. 6 

Out Door Stories 

^P^^ITH THE passing of winter, we look once more upon the marvel 
of awakening nature. Every day a beautiful moving picture is unfolding. 
What is the secret of it all? 

Much enjoyment may be derived from the beauty of nature's forms 
and colors, the songs of birds and the sounds of running waters, the fra- 
grance of flowers, and the smell of the earth, sunshine, and the feel of 
the ground as we walk or lie upon it. All these pleasures are within the 
grasp of everyone; they cost nothing and yet are so very valuable. Na- 
ture study gives us a greater understanding of the way plants and ani- 
mals grow and a sympathetic interest in animals. It stimulates us to 
form habits of observation and cultivates an inquiring spirit. 

Our own campus gives us the opportunity of getting acquainted 
with many objects of interest. It covers eighty-eight acres which extend 
from the brook in the glen to Burke Avenue, and from York Road, west, 
beyond the railroad. It is a combination of three properties: Miss Tail's 
home, the Cottage, and Mr. Ehler's home. 

Both cone-bearing and broad-leaved trees adorn our school home. 
Some of the cone-bearing are the hemlock, spruce, red cedar, larch, and 
white and yellow pines. The locusts, maples, weeping and marsh wil- 
lows, beeches, horse-chestnuts and tulips are a few of the broad-leaved 
variety. The flowering and seed-bearing shrubs, which provide food for 
birds in winter, are very interesting. Some seed-bearing shrubs are the 
Japanese barberry, snowberry and Indian Currant. These are found 
along the drives. Flowering bushes include the deutzia, azalia, snowball, 
althea, forsythia, magnolia, rhododendron, and laurel. A Japanese Cherry 
flourishes on north campus. Attractive vines may be found clinging 
against the walls of the buildings. 

The glen is a treasure-trove of plant and animal life. It is carpeted 
with day lilies, creeping partridge berries and many other plants and 
vines. A little brook runs through the glen which at times widens into 
shallow pools. Dead trees and underbrush are entwined with wild 

The dell, v.ath its dense undergrowth, ofi"ers a well protected home 
for birds in both summer and winter, and excellent nesting places. The 
brook is an added attraction to the birds. Rabbits and squirrels also make 
their home in the glen living on the plants and grasses which grow there- 
in. Some of the wild flowers and plants which may be found and studied 
here are the anemone, May apple, Jack-in-the-pulpit, aster, golden rod, 
spring beauty, iron weed, ferns, lichens and mosses. These plants and 
flowers supply a feeding ground for butterflies and insects. 

Some of our bird population deserve special mention. I have seen 
cardinals, EngUsh and song sparrows, starlings, pigeons, crows, slate-col- 
ored juncos, chickadees, hairy woodpeckers, and a mocking bird. Every 



day will bring new birds from the South. During the winter a lone 
mocking'bird, which had somehow been left behind, was seen visiting the 
barberry bushes frequently. Then one cold, rainy day I saw him sitting 
in a cherry tree, his plumage wet and ruffled. He appeared very de- 
jected, I believe he was really sorry that he had not gone to his sunny 
southern home. 

The starling is the greatest of deceivers. I have heard what sounded 
at one time like a bobwhite, again a noise like a crow, next, maybe the 
call of a bluebird. On investigation I would find nothing more than a 
plump starling sitting in a tree near by. When he whistles and twitters 
we hear his yellow bill snap. His rather dull brownish coat is trans' 
formed by the sunshine to rich blue, purple or deep green glints. The 
starling is increasing rapidly and there is danger that he may drive away 
our more attractive native song birds. 

Let's get acquainted with our surroundings, and remember that love 
of nature does not appear full grown. It requires native sensitiveness, 
contact with nature, and contagion from those in whom it already is 

Our greatest poets and writers have appreciated the value of know 
ing and understanding the living things about us. 
Tennyson writes — 

''Flower in the crannied wall, 
I pluc\ you out of the crannies; — 
Hold you here, root and all, in my hand. 
Little flower; hut if I could understand 
What you are, root and all, and all in all, 
I should \now what God and man is." 

Frances Taylor, Jr. 6 

Tlie ^irth of Spring 

The sun shines down upon the budding earth 

And under her bright rays to gold it turns 

Leaves green; flowers hloom; this all one's eye discerns. 

To things most sweet Dame J^ature doth give hirth. 

While hahhling broo\s o'er run their sides in mirth 

And soothe the parched earth's wounds and hums. 

A rohin from its nest 'mid tow'ring trees 

Warhles forth the year's most pleasant song; 
And surely through the world a voice must ring 

Borne onward by the ever rustling breeze. 
First wea\ it seems, then suddenly grown strong 
Bursts forth with tidings of a new-horn spring. 

Philip J. Aaronson, Sr. 7 

Spring and Her RicKes 

^xJi ND WHAT is SO rare as a day in June?" Nothing, except a beau- 
tiful, invigorating spring morning. As one passes along the hard-trodden 
paths, he is thrilled by the signs of Mother Nature which show that the 
personage. Spring, is now playing the leading role. We all remember 
Kupfer's explanation of the coming of spring, as he gives it in his well- 
known myth, "The Story of Springtime'' — Proserpina, the beautiful 
daughter of Ceres, is returning to her mother for six months, after a 
compulsory visit of six months with the wicked King Pluto (god of the 
underworld), who has seized her, during which time we have had win- 

The robins are busily engaged in making nests in the trees, which 
are beginning to burst forth with leaves. One pauses and listens for a 
moment, only to hear the happy song of the cardinal, which seems to 
foretell the coming of some little red birds. 

Here and there, in the lonely spots of the occasional, desolate gar- 
den, a crocus peeps forth. A daffodil sways in the spring breeze to keep 
his little companion company. 

Clear azure skies overhead, and warm sunshiny days, seem to be a 
prophecy to the youngsters, who yearn to go by the brookside in the 
meadow to play their favorite game. This is also a prophecy to the gar- 
dener who has already begun work with rake and hoe — planting the lit- 
tle seeds. 

It seems impossible to find words to describe all of the riches and 
beauties of Spring. To appreciate them to the utmost, one needs only 
to take a walk out into the country. Upon his return, he will be en- 
riched mentally, as well as intellectually and spiritually. 

Madeline Harshmann. Sr. 9 

Song, of Springtime 

I sing a song, a \\x\\oh'j. 

Of winds so hw and sweet, 

Of flowers set near singing hroo\s, 
Which perfumed blossoms greet. 

I sing a song, a jolly song. 
Of joy no one can measure. 

Of laughing hills and rolling plains. 
All rollic\ing with pleasure. 



I sing a song, a happy song. 

Of birds and hees and sunshine. 
Of fol\s content with merriment. 

Who frolic in the sunshine. 

1 sing a song of happy days 

That one glad time can bring; 
Toure right! who couldn't guess it? 

I sing a song of spring. 

Rachael L. Smith 

A Fantasy 

If you were the man in the moon, my dear. 

And 1 a fairy sprite. 
Up to the moon I'd soar li\e a flash. 

On the first bright moonlight night. 

And ah! my dear, when I'd reach the moon. 

Together we'd sail away. 
Through the deep ethereal blue of the sXy 

'Til the sun would announce the day. 

Then to the earth I'd return again. 

Until another night. 
When the moon would announce my love had come. 
By its softly glowing light. 

And this is the way I'd spend my nights. 

And if you'd tire of my love, 
I'd sit and gaze at the moon as it lights 
The earth it glides above. 

For mine is a heart that true could be. 

When real love it had \nown. 
And. if that love be not returned. 

Could go its way alone. 

Visions of Italy 

In fair Italia over the sea, 
'Winds the road b>i the olive tree. 
Glistening and shining in warm sunlight 
Are the rippling waters of cool delight. 

Here are vineyards, a purplish mass 
With carpet beneath of warm green grass, 
And sweetest music is wafted in air 
Mingled with scents of flowers rare. 

And when at du^\ the moonlight's glow 
Softly lights the scene below. 
There are gliding boats and gondoliers. 
Winding streams and stately piers. 

Then the dar\ night over all 
Softly lets her curtain fall 
Shutting off the scene from sight, 
And the wandering mind returns from flight. 

Molly Stern, Junior 2 


This is the time when man see}{s rest — 

The grieving heart and the weary mind. 
The tired body and aching head 

Are lost in sleep — for Kiight is \ind. 

An understanding mother — she, 

So softly closing eyes that weep. 
She soothes the fevered brow of man 
And gives the blessed peace of sleep. 

She holds mans shrinking Ivind in hers 
And clasps him to her dusXy breast; 
The world of day fades into mist — 
This is the time when man see\s rest. 

Catherine L. McHale 

eMy Creed 

When the cares of the day are over. 

And softly falls the night, 
When dar\ness the earth does cover. 

And the sun is lost from sight; 

Then I may loo\ within me. 

And thin\ of the day that has past, 

I shall bring from each hidden memory 
The events from first to last. 

I shall loo\ at my many errors. 

At all I failed to do. 
I shall loo\ at all of my efforts 

That brought satisfaction anew. 

Failures will not end in sorrow, 

But they will a lesson be. 
For in the dawn of the morrow, 

A new beginning I see. 

Ernestine Staples, Junior 2 


There's a little word that's often used 

By fol\s around about. 
And if they \now just what it means 

Indeed I truly doubt. 

Three letters spell it out complete 

But ^^et in just those three 
A thousand different things are meant. 

To joy they are the \ey. 

This word means love, it means devotion. 

It means dependency 
And stands for comradeship and trust. 

And staunchest loyalty. 

It means someone to help and guide 

A sharer of each dream. 
And he who never had a PAL 

Has missed a joy supreme. 

Catherine C. Carroll, Junior 1 


c/4mon^ Us ^ooks 

jf i WAS late in the afternoon. Only a few people were in the li- 
brary. All one could hear was the slow ticking of the clock on the wall 
and the occasional faint sound of pages being turned. In one of the 
dark corners of the library, some books fell to talking. 

"You know," said one, ''I often think that the public's conception 
of a library is four walls lined with books, a few girls who have nothing 
else to do but hand us across the desk, and many useless records which 
it calls 'Red Tape'.'" 

"Why do you think that?" asked his neighbor. 

"Well, simply, because I thought the same thing before I came in 
here, but now, I realize how wrong I was." 

A brand new book, who had overheard this conversation, bravely 
spoke up. 

I, too, certainly had a vague idea as to what happened to books 
that were brought to a library. I really thought I was treated disgrace- 
fully in the classification room this morning. Why, I don't know how 
many people handled me, and picked me to pieces in trying to find out 
just what I was all about and where I should go. Then, someone, after 
she had dipped a brush in a cold white liquid, smeared some numbers 
on my back. I didn't like that at all. Next, I was wheeled on a wagon, 
with many other books, to this dark corner and placed on this shelf. I 
don't see why we have to pass through so much red tape. It's just a 
waste of time and lots of nonsense!" The little book gasped for breath 
after this lengthy speech and was quite anxious to see what effect it 
would have on his neighbors. 

"Now, now," answered an old volume from the bottom shelf, 
"don't get so excited, little one. Don't you know that the librar>' has to 
have some kind of a system? How do you think people would ever find 
you, if you had no number? The library needs to be organized with ca- 
pable people at the head just as any business firm is. If I were you, I 
would be quite proud of the fact that I was considered good enough to 
be in a public library. You know, not every book is accepted and al- 
lowed to enter the library." 

After this, the new book was quiet, thinking over what he had just 
heard. It was a slight consolation to hear a veteran speak. 

A neighbor of the old volume, one who had always admired and 
respected the book for its wisdom and knowledge, finally decided to con' 
tribute something to the discussion. 

"You know, there is one thing I don't like about the system herf 
and I don't see any reason for its being done." 

"Please, tell us," several books eagerly remarked. 

"Well, why do we have to be stamped with that awful ink every 



time any one borrows us? I hate that! What good does it do, anyway? 
Won't some one tell me?" 

"Why, of course," spoke up the friendly old volume, who was al' 
ways willing to help his younger friends with their troubles. 

"In my youth, I remember hearing talk of libraries in which the 
books were chained to the shelves and had to be used there. The li- 
brarians considered it their sole duty to keepi the books clean. It's true 
there wasn't so much so'called 'red tape', but there wasn't need for any. 
To'day, when hundreds of people are using the library and thousands of 
books are being used and taken out, some records must be kept as to 
where a book is, who has it, and when it is due! Imagine what would 
be the result, if we did not have any such system? Do you under- 
stand, now?" 

"Yes," the book, that raised the question, meekly replied. "You 
are right, as usual." 

During all this discussion, one book had not said a word. Finally, 
It couldn't keep quiet any longer. 

"Why, all of a sudden, are you people so concerned about the sys- 
tem now existing in the library? I realize full well how efficient and 
necessary it is, but, my dear friends, there are so many, many, more 
pleasant things to think and talk about. I just love to watch the types 
of people who come in here. They are all so different! I, of course, 
am especially interested in those who pick me up. Sometimes, I can 
hardly breathe, because I'm so afraid they won't like me and will indif- 
ferently put me back (usually in the wrong place). But, oh! how 
pleased I am when someone likes me and immediately wants to take me 
home to read. This, I think, is even better! It's more fun to notice how 
different people react to me! Some are puzzled when they close me, 
others chuckle to themselves and give me a fond pat, and still others like' 
me so well that they read me a second time. Then, I am delighted! 
Dear me! here I am telling all of you my little secrets. I really didn't 
mean to say so much. Please " 

The little book stopped suddenly, for a hand had grasped it from 
its position on the top shelf. The other books, impressed by the little 
speech, watched their friend with longing eyes, as she passed out of the 
library under the arm of a young girl. The talk had cheered the books 
considerably and set them all to thinking. Each was absorbed in his own 
little thoughts and said not a word. You know, books, too, like to keep 
their innermost thoughts to themselves. Once more, the library comer 
was quiet. Again, we heard just the slow ticking of the clock on the 
wall and the occasional flutter of pages being turned. 

Anne Royer, Sr. 1 

Good-Bye to All That 

DEATH OF A HERO by Richard Aldington 
GOOD-BYE rO ALL THAT by Robert Graves 

E ARE in the midst of a new offensive: the never-ending onslaught 
of new war books In such a noisy confusion, it is a reHef to be able to 
read two such interesting books; written by two of the abler modern 
English writers — Aldington and Robert Graves. Because these men are 
more than competent critics and scholars, because they are poets of the 
first rank, these books have a special significance for us. In them we 
find the war attitudes of two unusually sensitive natures; men whom 
the war must have lacerated in a cruel fashion, since they lacked the 
protective callousness of the ordinary prosaic person. What were the 
mental reactions of these fine, sensitive minds to the brutality and hor- 
ror of war? 

Aldington came out of the war oozing hatred; hatred for a society 
that permitted such a catastrophe to occur. He attacks and satirizes con- 
temporary England in a bitter and vicious manner, hoping that after the 
complete uprooting of society, men can begin all over again to build up 
the good life. Graves, as I understand him, has a much saner attitude. 
He tells us to say good-bye to the war, good-bye to the hatreds, and 
good-bye to all bitter memories. Having said good-bye to all that, let us 
reconstruct a new and perhaps better world. 

It is significant that Graves contents himself with an autobiographi- 
cal account of his experiences. He sees life and the war so sanely, from 
such a detached, objective point of view, that there is never any attempt 
to dramatize a situation, a fault that often mars Aldington's novel. The 
style of Good'hye to All That dovetails exactly with Graves' frame of 
mind. It fits the subject matter so perfectly that it escapes precise defini- 
tion. All that we can say is that it is attuned to the speed of the modem 
car and purrs along with the smoothness and rapidity of a modern high- 
powered automobile. 

In contrast to the evenness of Graves, Aldington seems distorted. 
Such a hard-hitting, merciless attack on English society has not been at- 
tempted since the days of Samuel Butler. His portraits seem over-drawn, 
his satire inhuman. Ten years ago when the world was at fever 
heat such savagery was needed. But now that sores are healing we 
need the calm, detached descriptions of Graves — not the heavy carica- 
tures of Aldington. 

We may disagree with many things that these two poets tell us. 
But such sincerity, sensitiveness, and intelligence are so rare in novels 
and autobiographies that the writer has no hesitation in placing the books 
of Aldington and Graves among the five best books on the war. 

Dorothy Gertrude Rosen, Sr. 2 

cMy Impressions of New York 

(^^ ROSS THE ferry from the Jersey shore. The first thing that fasciri' 
ates you about New York is its irregular skyHne. The buildings making 
up that picture, dotted as they are with their many windows, seem a 
little unreal when viewed from the deck of the ferry boat. 

During the fifteen minute ride you get some idea of the city of 
industry which you are entering. The numerous small boats, small only 
in comparison, sailing up and down the river, make you wonder what 
can be their missions. The stately trans' Atlantic liner with its air of 
subdued power seems at home squeezed into the shore. 

Before any impression has quite settled in your mind, a different 
view is presented, and you find yourself at the base of the towering 
structures which are New York's definition of the word, "building." 
Now you see the real rush and bustle of the city. Leaving the swirling 
traffic behind, you descend into the depths of the Pennsylvania station 
where electric lights struggle bravely as substitutes for daylight. You 
are conscious of the clanking of coins as people brush through the stiles 
to the subway in a never ending stream. 

Standing on the edge of the cement platform; looking down at the 
tracks, you wonder if anyone ever tried to cross them when you read 
the warning — "Keep off the tracks." Then — with a deafening roar the 
train draws up in front of you, gradually slackening its speed. The 
doors automatically slide back and the people, just as automatically, pour 
out of the cars while others from the platform quickly fill their places. 
The doors slip back in place — the train rushes forward and you are on 
your way — through a tunnel of rock which underlies the busy city. 
Flashes of light as you pass the stations supply the only scenery from 
the car windows. 

The height of the skyscrapers; the aeroplanes flying over the city; 
subway below; and the surface vehicles unite to make use of all available 
space and time in this city where it is never quiet. 

There are really twentyfour hours of light in this great metropolis; 
the glittering, flashing electric lights spread a glow, unnatural but none' 
the'less alluring, over the city at night. The moon shining bravely be' 
tween two buildings appears as a dull and inconspicuous advertisement 
against the more glamorous competition. The people, like giant fireflies 
attracted by the lights, follow the trail of the sidewalks. 

The commonplace impresses you as queer surrounded as it is by 
uncommon things. The people surprise you most of all. They are just 
the average city types — the weary home going stenographer who a few 
hours later emerges full of animation; the portly gentleman with the 
newspaper, taking up more than a generous share of the car space; the 
preoccupied looking housewife making mental additions to her shopping 
list; the foreigners jabbering to each other in their native tongue; and 



the curious crowd, changing but never dispersed, gazing with fascinated 
eyes at the workmen far below the street level. You form a part of the 
crowd for a minute and watch the laborers wearing away the rock with 
their steel tools and adding their bit of noise to a city of noises while 
preparing another wonder for a world now commonplace to them. 

All too soon you find yourself being ferried away from this city of 
activity. The tips of the skyscrapers appear a little hazy in the twi' 
light; the boats still bustling importantly up and down the river are now 
carrying tiny points of lights, while in the distance the lighted torch of 
the Statue of Liberty bids you a farewell and promises a welcome when 
you return. 

Mary E. Hanley, Sr. 4 


Youth is a flame on the wings of dawn; 
Touth is a dance on a rose-strewn lawn. 
Youth is love; Youth is Spring, 
Youth is a humming-bird on the wing. 

Youth is rash; youth is hold 
Youth loves nothing dar\ or old. 
Youth is music bright and gay, 
Li\e sunshine on a fair June day. 

Youth has beauty of form and face. 
Youth is endowed with natural grace. is riches far dearer than gold. 
For what is wealth when one is old? 

Youth is passion's burning fire. 
And of pleasure will never tire 
Care and sorrow, grief and such, 
The heart of youth can never touch. 

Sylvia W". Ludwig, Junior 4 

Tlie Convict Ship 

j£_jiMi: SUMMER I had the good fortune of visiting the old Convict 
Ship "Success" which is by far the oldest ship afloat and is now the 
only survivor of England's fleet of felon transports. It not only capti' 
vated my admiration as an antique but also as an educational force, as a 
living sign'mark of the phenomenal progress made by the human race 
in the last century. 

This historical ship was built in the year 1790, at Moulmein, in 
British India. Constructed throughout of Burmese teak, a wood which 
is internationally known for its enduring qualities, the "Success" was 
first launched as an armed East India merchantman. She had beautiful 
brass guns protruding from her sides and was fitted handsomely for the 
reception aboard of princes and the wealthy traders of the Orient, whose 
spices, aromatic teas and luxuries she carried to all corners of the earth. 
She continued this honored life on the ocean until the year 1802, when 
she was chartered by the British government to transport to Australia 
the overflow of the home jails, the unfortunates who at that time were 
sentenced from seven years, to life-imprisonment for offenses that would 
be regarded today as trivial. 

At that time there were over one hundred ofi^enses for which the 
decreed penalty was death. Today many of those same unlawful deeds 
could be dismissed with a small fine. The penal laws of England at that 
time were, undoubtedly, detrimental to the progress of civili2;ation — a 
black menace to the human race. In 1857 the disclosures that had been 
made of the brutal and unhuman treatment of the prisoners aroused a 
fierce outcry in Australia, but it was not until 1868 that the system was 
finally stopped by the British government, obliterating one of the most 
atrocious penal systems ever introduced in this world. In 1885 "The 
Success" was sunk in Sidney harbor and there she remained until raised 
to be exhibited to the world as an education in history. 

On the top deck was an exhibition of instruments used on refrac- 
tory prisoners to maintain order and discipline. The most important and 
fiendish were the leg irons, varying from seven to fifty-six pounds; the 
body iron with handcuffs attached, used on extremely callous prisoners; 
the flogging frames, on which the prisoner was at the mercy of the flag- 
ellator; the compulsory bath, more appropriately christened by the pris- 
oners as the coffin bath for the reason that unconscious and flogged in- 
mates were drowned in this bath while their backs were washed with 
salt water. 

Descending a flight of wooden steps into the middle deck, one was 
confronted with a musty and oppressive odor — an odor which made one 
experience a sensation of strangeness, weirdness. A narrow aisle sep- 
arated two rows of cells where the unfortunates were incarcerated. These 
cells are strong and gloomy and are almost devoid of air except what can 



filter through the perforated iron plate which was placed over the bars 
above the door, thus making the cell as dark and oppressive as possible. 

The lower deck was devoted to the worst type of criminals — the 
most irreclaimable, who were kept throughout the long days and nights 
in dungeons and were never allowed ashore on any pretext. The corner 
cells on either side of this deck are the dreaded "Black Holes'' in which 
prisoners who had been guilty of some misbehavior were punished by 
sohtary confinement lasting for an indefinite period, according to the 
gravity of their offense. A metal ring was fastened on the shelving 
back of the cell and through this ring the prisoner w-as chained, thus 
making it impossible to stand upright or lie down. TTie air that per- 
vaded these dilapidated cells is better imagined than described. 

We should be gratified that such monstrous brutalities are not prac- 
ticed in our modern penal institutions. The present-day civilization 
realizes that criminals can be reformed by human treatment instead of 
by inflicting such physical and mental injur>' as to make the released 
convict an enemy and permanent menace to society. 

The Convict Ship is now owned by an American who is exhibiting 
it to immense crowds throughout the world as an educational object 

If it ever returns to Baltimore again, avail yourself of the oppor- 
tunity- of inspecting it. 

J. J. Baranco, Jr. 3 

"WKat SKaU We q^ramatize?" 

JC hat was the question that my seventh grade asked me after I had 
given them my permission to undertake a dramatization. A simple 
rhetorical question, yet probably no question has been asked me this 
year which surprised and troubled me more. "What shall we drama- 
tize?" And this question after six weeks of rich hving with O'Henry, 
Hawthorne and Poe. What did this question imply? Did it mean 
that my pupils had no taste for good literature — no love for beautiful 
language? Had all those delightful hours that we spent with the 
masters gone for naught? How I longed to know the real answers to 
these questions! 

As I write these lines almost four weeks have elapsed since these 
confounding questions were propounded and we are now on the eve 
of producing "The Story of a China Plate" for the approval of our 
fellow school mates. The children are happy over the approaching 
event and I, too, am well content. Noticing the lowly title of our 
play, you ask whether I have surrendered to the inevitable and reor- 


gani2;ed my plans to suit the tastes of my pupils. As a matter of fact, 
I believe I do still suit my pupils' tastes but no reorganization was 
necessary to do it. 

Let me explain this statement. Through experiments upon the 
class I soon discovered the real reason vv^hy they were unwilling to 
initiate a dramatization of a classic. They were reluctant because they 
DID appreciate it. They DID see in it the work of a master — because 
they did revere it as a monument of language. How could they hope 
to write dialogue worthy of the language of the author? As one boy 
put it, after hearing a famous story read, "That's good description 
there. Our play would be 'dead' if we left that out." Nor were they 
willing to change one incident in order to adapt this story to their 
somewhat limited means of production. Every change was objected to 
on the grounds that it spoiled the story. In other words, they wanted 
a SITUATION to dramatize, a situation which would not hamper their 
imagination, nor bother them with unwanted details. 

The rest of my story is told very simply. Wherever there was a 
human interest story, simply told, and not too set in detail — there was 
a potential dramatization. The story of Mei Lan'Fang whose acting 
has stirred New York this winter and a vivid description of "The 
Yellow Jacket," which one of the children saw at the Maryland Insti' 
tute, turned our attention to the Chinese stage. The fascinating "Story 
of the Willow Plate" completed the picture and we were ready to begin. 

The pupils now had the story; would they be content to let the 
language take care of itself? That was the remaining question. They 
already had shown that they were loathe to tackle a story of a master 
because of its language difficulty and I waited carefully to see if there 
was to be no consideration of that element at all. No fear; the first 
thing they wanted was to be acclimatized to the language of the Chinese 
and so more Chinese stories and plays were read with their own needs 
in mind. Having decided upon a general plan, the work was divided — 
art and scenery painting for those who express themselves with their 
hands and dramatization for those who chose to work with words. It 
took a week and a half to write and revise the play to the satisfaction 
of the class. But now we have a play which we all like and which we 
feel has made each one of us just a little better for having lived through 
it. Could a classic have done more? 

Harold E. Moser 

cA ^Dramatization <5^roject 

Norma Strassburger, Eunice Bowers, Senior 6 

Points for the School Room Dramatization 
(From Dramatizations of School Classics by Mary A. Laselle.) 

1. Only the best literature should be dramatized. 

2. Scenes should be chosen in which several actors can appear. 

3. There should be a great deal of action in the scenes represented. 
The play should move rapidly. 

4. As far as possible the scenes should be beautiful and spectacular. 
Painful and disagreeable situations should not be represented. 

5. It is much better to use home-made costumes and scenery than 
to hire elaborate finery and stage settings. 

6. Do not attempt too much. A ten-minute exercise in which 
the action is swift and the interest well sustained is far more satisfactory 
than a longer one in which there are dull moments. 

7. In any dramatization in which the entire narrative cannot be 
understood from the scenes represented, an essay, giving the summary 
of the story, should precede the performance. 

Complete Cast 

King Priam 

Deiphohus Agamemnon 




Paidon Calchas 




Ascanuis Antilochus 




Astyanax Menelaus 




Trojan Warriors Diomedes 







The Story of What Led to the Siege of Troy 

j£, N THE deep forests that clothe Mt. Ida, not far from the strong 
city of Troy, Paris, son of King Priam, watched his father's flock by 

Suddenly thru the dim woods he saw a light, as if the golden sun 
and silver moon shone together. 

And lo! in the radiance of this light there stood before him the 
three fairest of the goddesses — queenly Hera, wise Athene, and lovely 

Like music stealing thru the trees came the soft voice of Hera: 

"Of all mortal men art thou the most beautiful, Paris, and to thee 
do we come for judgment. Tell us which of us is the fairest of all, and 
to that one whom thou so deemest, give this golden apple." 

So spake Hera and placed in the hand of Paris an apple of purest 



Again she spake: "If to me, Hera, the queen of the goddesses, and 
wife of mighty Zeus, king of all the gods, thou dost grant the pri^e of 
loveliness, Power immeasurable shall be thine. King shalt thou be of 
the lands where the grey dawn rises, and king even to where the red 
sun goes down. A hundred peoples shall call thee lord." 

She was silent and the voice of Athene, fair and pure as a silver 
moonbeam, broke the stillness of the starless night. 

"To me award the prize," she said, "and wise as the gods thou 
shalt be. With me as thy friend and guide, all things will be possible 
to thee." 

Last of all, standing in a rosy light, as of the dawning sunlight in 
the spring, spoke Aphrodite. 

"What are Power and Wisdom, fair Paris?" she plead. "Wisdom 
and power bring no joy at last. I will give thee love, and for thy wife 
thou shalt have the fairest woman in the world." 

And Paris, the melody of her voice still in his ears, as he gazed 
spellbound on her face of wondrous beauty, handed to Aphrodite, the 
golden prize. 

So it was that the wrath of the gods came upon Paris, son of Priam. 
For Hera and Athene, filled with rage, vowed to be revenged upon Paris 
and all his race, and made all the gods pledge to aid them in their 

Across the far seas sailed Paris, with Aphrodite as his guide, to 
Sparta, where Menelaus was king. 

A brave king was Menelaus and happily he lived in his kingdom 
with Helen, his queen, fairest of all women. One child they had, a 
little maid Hermione. 

When to Sparta there came Paris, with eyes as blue as the sea and 
hair that gleamed like gold on his purple robe, gallant and brave, and 
more beautiful than any mortal man, glad was the welcome he had 
from Menelaus. 

And when Paris gazed on Helen's face, he knew that in all the 
world there was no woman half so fair as the wife of Menelaus. 

Then did Aphrodite cast her spell upon Helen. 

No longer did she love her husband, nor did she remember little 
Hermione, her own dear child. 

When Paris spoke to her words of love and begged her to flee with 
him, and to be his wife, she knew only that she loved Paris better than 
all else. 

Gladly she went with him, and in his red prowed ship, together 
they sailed to Troyland, where Mt. Ida showed her snowy crown high 
above the forests. 

Continued on Page 32 


Published monthly b>i the students of the Maryland State 
Jslormal School at Towson 


Evelyn Schaeffer 

Fannie Dryden 

Sylvia Rosenberg 

Edward Goldstein 

Katherine Church 

Mary Hanley 


Jerome Denaberg 

Lilll\n Scott 

Typing Staff 
Anna Rischk^^ 

Business Manager 
Samuel Acree 

Circulation Managers 
Virginia McCauley Dorothy Fleetwood 

Advertising Staff 
Esther Benesch Thomas Henry Helen Patz 

Frieda Ruthka Nettie Eisenberg 

$1.50 Per Tear 20 Cents Per Copy 


cNews from the C. S. P. A. 

Xju^^ march 13' 15th the Sixth Annual Convention of the Columbia 
Scholastic Press Association was held at Columbia University, New 
York. There were present some fifteen hundred delegates — the two 
youngest of whom were nine years of age — representing junior and 
senior high schools, colleges, and teachers' colleges on behalf of each 
one's respective paper, magazine, or annual. 

What is the purpose of this annual convention? Primarily, it is 
a coming together to learn to carry back, and, if possible, to use in some 
form or other new and better ideas in this particular field of journalism 
to improve respective school publications. 

What message for "Tower Light' 7 

It must be classed in a small but very select group — teacher college 
publications. Its nature must necessarily be quite different from that 
of the other above mentioned institutions. Remember teaching is a 



profession. Let us have and educate ourselves to more of the profes- 
sional side in our school magazine. 

Evelyn Schaeffer, Senior 7 

G/1 Challenge to Student Teachers 

j^O OFTEN, we have been told of the various qualities which should 
characterize the student teacher, but it is only when we come face to 
face with the proposition of practice teaching that we honestly analyze 
those qualities. 

Oh how frequently we have been told of the importance of our 
attitudes toward teaching, toward our practice teachers and supervisors, 
and toward the children who sit in our classes! Since practice teaching 
is our greatest test here at Normal, the question of attitude is one that 
may not be disregarded. During the twelve weeks that we do intensive 
work under the guidance of the training teachers, our attitudes should 
be such that we should be eager for and should profit by the help which 
they can give us. Why don't we realize that we are novitiates in their 
school systems and that they must guide us and work and plan each 
day the specific things we are to observe in their lessons and later to 
attempt in the ones we teach? 

We are too critical of the training teachers. We seem to search 
for the things which are not so good and to publish them at random 
among other students, to the exclusion of the things which are good. 
Must we question everything and end by believing nothing? Can't we 
at least "play fair?" We are hurting everyone concerned — the teachers, 
the students who have not yet taught, and, even ourselves! 

There are so many characteristics, as prospective teachers, that we 
must develop in our practice work. How many of the most essential 
ones do we now possess? Have we that indefinable quality called per- 
sonality? Can it be seen in every move we make? Is it reflected in the 
actions of our pupils? 

Have we a determination to succeed? Have we enough confidence 
in ourselves? Have we patience? Are we able to understand children? 
Perhaps we have none or only a few of these traits, but we can cultivate 
the constructive ones and control the destructive ones which we also 
possess. ;4 

The whole question of beginning student teaching right is a ques- 
tion of harmony. 

We can succeed by endeavoring to fit into the whole scheme of 
things — adapting ourselves to conditions as they actually exist. 

Virginia C. McCauley, Senior 10 

^adio Broadcast 

(Tuesday, March seventh, was the day!) 

The stage was set! The curtain was ready to rise — but instead the 
microphone was opened — and then — for one soHd hour not a whisper! 
Was that a strain? Ask any member of the Glee Club or Orchestra. 
But also ask if it wasn't worth the self-control exercised. 

We who listened in, think it was — in fact, know it. The program 
presented by the combined Glee Club and Orchestra on Friday, March 
the seventh, over WCAO was the first of its kind — and to judge by 
the many favorable comments received from both the listeners in and 
the management — we shouldn't be at all surprised to hear that WCAO 
desired to engage the services of this musical body as a permanent 
"feature." Seriously though (this is authentic), we understand that an- 
other opportunity to broadcast will be given them in the near future — 
and our radios are going to be in order — batteries to loud-speakers. 

The program was such that it suited a variety of tastes — including 
folk songs, hymns, school songs. The complete order of program follows: 

Radio Program 

! Praise to Thee Father — German Chorale 
Florian's Song — Godard 
Finlandia — Sibelius 

Orchestra Tres Jolie — Waldteuf el 

_, ^, , (Lovely Appear — Gounod 

'^^'' C^"^ \America-Bloch 

^ , / Longing — Tschaikowsky 

Orchestra | Humoresque— Tschaikowsky 

Glee Club ( In the Valley — Kentucky Folk Song 

" ' ' 1 Springtime — Smetana 


Indian Summer Suite — Lake 

At Dawn 

Dance of Pumpkins 

At Twilight 

Hope March — Papini 



Glee Cluh Policemen's Chorus — Sullivan 

I Stand Up and Cheer 

Glee Cluh J I^ear Old Normal Days 

I When I Was a Student 
I My Girl's a Hullabaloo 

Glee Club and Orchestra Alma Mater 

Ideas of World Unity 

'n Monday, March tenth, we had the pleasure of having Dr. 
Randall who spoke to us on the familiar topic of "World Unity." 
Even though we are all familiar, and in fact some of us thoroughly 
acquainted, with this topic (newspapers at this time keeping us well 
informed of the naval conference, world court, etc.), we heartily wel' 
corned the opportunity of hearing Dr. Randall's opinion on this im- 
portant problem. Dr. Randall opened his talk with a comparison of the 
ways the different sections of the United States are interdependent and 
how, as a result of this interdependence, they are kept in constant com' 
munication with each other. He pointed out the great developments 
that have been made in the past century along this line. Since 1830 
there has been introduced and successfully used, the following: the 
steamboat, the railroad, airplane, automobile, telegraph and telephone. 
Now that we have all these conveniences and necessities, will you stop 
to consider for a moment how much they have added to the develop' 
ment of the United States? These are the things that have helped unify 
the United States and tie its separate states together into one strong 
union. Would it be possible for us to have similar things that would 
help unify the entire world; to bind all the nations of the world together 
as the states of the Union are bound? True, we are separated by great 
expanses of water, but cannot the ingenuity of mankind overcome these 

The extent of modern business is the basic and underlying principle 
of the need for world unity. It is, more than anything else, tending to 
draw the nations of the world closer together into a unified whole. Any 
successful business man of today must constantly be in touch -with 
people, living not only in the United States, but in all countries of the 
world. Business men of the United States today get daily reports from 
England, France, Germany, China, Africa and practically from every 
country on the face of the globe. All the energy required is for the 
business man to lift a receiver from a hook on his desk, and immediately, 
he is mentally transported to far away lands. He knows what is going 
on in China, what conditions in France are, etc. Because of this great 


international business existing in this modern age, and the international 
relations culminating from this business, it is a dire necessity to have 
some sort of international law concerning these relations; it is advisable 
and essential that we (all the nations) agree upon some definite laws to 
govern our common actions; that we have certain representatives meet 
occasionally and discuss pressing problems; and that we have some sort 
of a court to try offenders of these laws. Realizing this situation, prom- 
inent people have set about organizing and establishing a world court 
and setting in motion various treaties. The first step has been carried 
forward; "a dent has been made." Can we carry on, and make as many 
forward strides this next century as have been made in the century 
since 1830? Time will tell. 

Edward H. Goldstein, Senior 7 

cMiss Simpsons Beliefs 

S^^ N MONDAY, March 17, Miss Simpson, the Assistant State Superin- 
tendent of Schools, spoke to us on problems in education. 

Among them she said character building, both ethical and social, 
is an outstanding objective that should be in the mind of every teacher. 
Character building is going on in the children all of the time. It is 
our duty to see that this building goes on in the right direction. We 
build character in our classes, in our morning exercises, on the play- 
ground, and in all things that we attempt. 

Do we realize our responsibility? 

The problem of religion has been challenging us. We teach the 
love of God and Man, but remain non-sectarian. 

Miss Simpson has been visiting in many schools throughout the 
state. She was greatly pleased with the work that one of last year's 
graduates has been doing. This graduate is teaching in a one-room 
school on the Eastern Shore. She had very little material with which 
to work, but she succeeded in gaining the co-operation and confidence 
of the parents, and with their help she has transformed her school into 
a better working unit in the community. 

We are challenged to keep our eyes open to all our opportunities 
and make the most of them to benefit the children we teach. 

Helen Diehlman. Senior 1 1 

Literature That Fits 

j£^ HE ASSEMBLY of Tuesday, March eighteenth, was an unusually good 
one. We were fortunate in having for our speaker, Dr. Wardlow 
Miles. Dr. Miles is professor of English literature at the Johns Hopkins 
University, and his talk to us was "as one having authority." In his 


lecture he compared the Hterature of the classical period, of the romantic 
period, and the modern period. 

As the balanced architecture of the Parthenon is different from the 
unbalanced plan of Notre Dame of Paris, so the literature of these re 
spective periods differ. In romantic literature there is a mingling of 
the strange with the beautiful. Shelley, so our lecturer said, is a reprc 
sentative, par excellence, of the romantic period. 

Dr. Miles told us that he liked, and read, modern literature. 
Though some of it is often morbid, obscene and unhealthy, it is realistic 
— ^that is, it shows a narrower, a more searching, conception of the 
underlying principles of the common things of life. 

In concluding. Dr. Miles read selections from the poems of Mathew 
Arnold. And when this man reads, poetry takes on a new aspect. 

Dr. Miles' talk was interesting, inteUigent and instructive. 

Anne E. Bagwell, 

Junior 2 

gA Red Letter Day 

X^^ WEDNESDAY. March 19th, at Assembly, the Seniors presented 
their gift to the School. The program was opened when the Senior 
Class marched in, led by their officers and a guard of honor bearing 
the class banner. As they took their places, they sang one of the 
Class Songs. 

Miss Tall introduced the speaker, Mr. A. H. Reavis, of the Uni' 
versity of Chicago, pointing out that we were fortunate in being able 
to hear Mr. Reavis, inasmuch as most of our speakers have been of the 
Columbia University group. 

Mr. Reavis's topic was "The Importance of Securing New Vantage 
Points in Education." One's views of anything, abstract or concrete 
as the case may be, are influenced to a great extent by the nature of 
the point of view from which he observes that thing. This is as true 
in education as in any other phase of human activity, said Mr. Reavis. 

Failure to reali2,e this truth, or to secure adequate vantage points, 
may lead to any one of several distinctly undesirable results. The first 
of these results that Mr. Reavis dwelt upon was the formation of 
""stereotypes" of one kind or another. By a "stereotype," Mr. Reavis 
explained, he meant any habit of thought or action to which a teacher 
may fall, usually unconsciously, because of his failure to see other pos' 
sible leads. It is quite apparent that such stereotypes diminish the 
effectiveness of a teacher's work. 

A concrete example of such a condition was the case of the elc' 
mentary teacher who had developed the questioning stereotype. Mr. 
Reavis, under whose supervision the teacher had been placed, visited 


her classroom and, after a series of observations, called her into confer' 
ence. Naturally, she did not realize why her class was so highl) 
excited during recitations, and even disagreed with Mr. Reavis that it 
was due to her excessive questioning. Only after he told her that she 
had asked over 120 questions in thirty minutes was she convinced that 
her machine gun methods of interrogation were responsible for the 
difficulty she was having with her pupils. 

A second kind of result, prevalent among teachers who have not 
made it their business to secure adequate vantage points, is the failure 
to see one's own part of the educative process in its proper relationship 
to the whole. Such a condition is often found among teachers of ele- 
mentary grades who, spending all their time dealing with the problems 
of their own particular situation, are entirely oblivious of what is going 
on in the rest of the system. Consequently, they fall short of their duty 
of preparing their pupils for the next step forward. 

After telling us all these undesirable results of the failure to secure 
adequate and a sufficient number of vantage points, Mr. Reavis pro- 
ceeded to answer the question uppermost in our minds; namely, how to 
secure the proper kind and number of points of view. The underlying 
principle in the whole matter of securing new and different points of 
view is that of variety. The application of this principle may take 
either of two forms, or, preferably, both of them. The first of these is 
acquaintance with as many personalities, or types of personahties, as 
possible. One's friends, said Mr. Reavis, must be chosen from among 
varying kinds and conditions of people, if one's outlook is to be of the 
most intelligent sort. Only by considering the points of view of others 
can we arrive at new ones for ourselves. The second possible method 
of securing new vantage points, which is really a corollary of the first, 
is the use of books. One's reading, as well as his social relationships, 
should be balanced, with enough of each side of controversial matterj> 
understood to give one a sound basis for personal judgment. It is only 
when one has seen his job from all the possible angles, and in all of its 
possible relations that he can be fully successful at it. 

Following Mr. Reavis' address, John H. Fischer, President of the 
Senior Class, announced the gift of the Class to the School. After 
considerable deliberation and discussion, he stated, the members decided 
in favor of a display case to be placed in the corridor for the purpose 
of exhibiting students' work from time to time. The case, Mr. Fischer 
said, is now being constructed and should be in the building in a few 
weeks. On behalf of the Class of 1930, he then presented the drawings 
to Miss Tall, who received them for the School, expressing the apprecia- 
tion of the entire School for the gift, which, she said, has been needed 
for some time. 

The Assembly closed by the singing of Alma Mater, and was fol- 
lowed by the Faculty Luncheon to the Seniors. 

John H. Fischer, Senior 1 

Contributions from School 218 

Miss Medenbach's Class 


One night I was sleeping very soundly when I awoke with a start. 
I heard a tapping at the window; I ran and opened it. A small boy 
jumped in. I knew the boy at once. It was Peter Pan. "Why, where 
did you come from, Peter? Why did you come here?" I asked. He did 
not answer my questions but said: 

"Does your dog bite? Most dogs do not like me." 

"No, my dog does not bite. Come here, Ted, do not hurt Peter." 

"Well, now that I know he won't bite I will answer your questions. 
I just can't say where I came from but I came here to keep you com' 
pany. Don't you want me? I know your father and mother are out." 

"Yes, indeed I want you and I am very glad you came," I said. 

"Let's go out and fly awhile," said Peter. 

"I don't know how to fly," I answered. Then we heard mother 
and father. 

"I guess I had better go now." 

"Good-bye," I answered. I have never seeni Peter again. He came 
into my room I thought. Mother said I was dreaming. I still think 
Peter was in my room. 

Virginia Brooks 


Once upon a time there were two little seeds. One was named 
Billy, and the other was named Silly. These seeds were always talking. 

Billy said, "Isn't it wonderful how we are growing?" 

Silly answered, "It's not so much." 

"Why, don't you see we will soon be grown up?" replied Billy. 

"Don't you realize how we would be cut down and put in an old 
wet bowl?" replied Silly. 

Billy answered, "But we shall look very pretty upon the ground." 

Silly replied, "Oh, keep quiet and let me sleep before we get in the 
cruel world." 

"I tell you it is not a cruel world," replied Billy. 

"Obey my command, and keep quiet," yelled Silly. 

"Oh, all right," whispered Billy. Then Silly went to sleep. 

Louis M. Hatten 




The Fifth Special is a monthly class paper edited by the fifth grade 
of Fullerton School. 

The Fifth Special takes care of most of the English work in this 
grade. The organization is entirely in the hands of the pupils. They 
decide on the things they want to publish in the paper, then make short 
oral talks on those they choose. After this, the children write the 
articles; these are given to the editor and to the four associate editors 
to correct and to choose the best articles. 

All activities are taken care of in this paper. There are editorials 
and short articles covering assemblies, experience stories, and the work 
the class is carrying on in the room. 

Let us hear what you think of this plan to take care of both oral 
and written English in school. 

Mary Rohrer, Senior 1 1 
Contributions from School 97, Grade 6 


I wish I were a fairy 

A fairy, I would he; 

I'd fly around to every place 

And every place I'd see. 

I wish I were a fairy 

With wings as bright as gold, 

For wings are always useful things 

For fairies, I've been told. 

Lydia Schellenschlage 

A Dramatization Project 

Continued from Page 23 

An angry man was Menelaus when he found that Paris had stolen 
from him the fair wife who was to him as his own heart. 

To be continued in the May issue. 

[JfJtfYiYi THE coming of spring, basketball is slowly ebbing away and 
the men are awaiting anxiously the advent of King Baseball. It is true 
that the basketball season has almost passed, but in its departure, it has 
left an impressive trail of victories garnered against college quints of 
high caliber. The year's main objective, a real college basketball schedule, 
has been finally realized; for, this is the first year that Normal School 
has competed exclusively against high class college basketball teams. 
Much credit for this realization is due to the untiring efforts of Coach 
Minnegan. Throughout the season, both in victory and defeat, the 
Normal team has displayed a great deal of aggressiveness and good 
sportsmanship and the boys have worked together in great fashion. This 
year's basketball team has enjoyed a successful season and Coach Donald 
Minnegan is enthusiastic over the outlook for a banner season next year. 

On the North Campus, in about a week, the men will be seen 
throwing the old baseball pill about the diamond. As a nucleus for the 
coming baseball season Coach Minnegan may draw upon Captain'elect 
Peregoy, Aaronson, Denaburg, Bowers, Dalinsky, Wolf, Kepler, and 
Goldstein. It is as yet a bit early to secure a line on the various Junior 
men seeking a position on the nine. However, it is rumored about that 
Fitzell, Nicodemus, Brose, Davidson, Walston and Burgee can show the 
veterans a few tricks with a baseball. A promising schedule has been 
arranged by co'managers Neumeister and Fischer. It follows: 

Tuesday, April 1 — Catholic High School at Normal. 

Saturday, April 5 — Gallaudet College at Normal. 

Tuesday, April 8 — Elizabethtown College at Normal. 

Friday, April 25 — Towson High School at Towson. 

Friday, May 2 — Elizabethtown at Pennsylvania. 

Tuesday, May 6 — Blue Ridge at New Windsor. 

Wednesday, May 14 — Tome at Port Deposit. 

Friday, May 23 — Towson High School at Normal. 

Tuesday, June 3 — Blue RidgcNormal. 


Packing away an early advantage and then showing a clever dc 
fense, the Maryland State Normal School quintet handed the Shippens' 




burg (Pa.) Normal cagers their first setback of the season by the tune 
of 41 to 34. The game was held on February 21 at the Towson 

The small but speedy Towson five opened with a rush and had 
the visitors bewildered by snappy passing and cutting. With Denaburg 
and Aaronson leading the offensive the home team stepped out to a 28 
to 19 edge at half time. 

Then the Shippensburg outfit began an outside bombardment and 
used its greater height to advantage to take the rebounds and outscore 
the State Normal boys. A tight defense at the basket, although draw 
ing fouls, enabled the Towsonites to hold a safe margin at the final 


G. F. 

Davidson, f 2 1 

Himmelfarb, f 1 

Jansen, f 4 

Denaburg, c 6 1 

Aaronson, g 6 2 

Peregory, g 

Dalinsky, g 

S. Cable, f 4 

Toy, f. 
R. Cable, f. 
Harbison, c. 
Rankin, g. . 
Conrad, g. . 
Mitchell, g. 

Totals 14 

Totals 18 

Score by halves: 

Md. State Normal 28 13^1 

Shippensburg 19 1 5 — 34 

Referee — Samilton. 


The Profs gained revenge for a one-point defeat suffered at the 
hands of Beacon College, of Wilmington, Delaware, by defeating the 
latter, 41 to 25, in the school auditorium on February 28. 

The visitors were unable to penetrate the Normal zone defense 
with any great degree of success, while the home team's attack, built 
around Denaburg with Jansen playing an able supporting role, func- 
tioned smoothly. 


G. F. T. 

Jansen, f 5 10 

Himmelfarb, f 1 1 3 

Davidson, f 2 1 5 

Denaburg, c 7 1 1? 

Delinsky, g 

Aaronson, g 3 1 7 

Peregory, g 1 1 

Silbert, g Totals 

Totals 18 5 41 

Jacobs, f 

Thompson, f . . . . 

Simpler, f 

A. Thompson, c. 

Neal, g 

Bridge'er, g. . . . 

...... 2 


Girls' Athletics 

The first Junior'Senior basketball game was played on February 
twentysixth. There were a good number of spectators present. The 
games were exceedingly fast ones and the teams made a fine showing. 
The final score for the "A" team game was 40-30 in the Seniors' favor, 
and for the "B" team game 24-22 in the Juniors' favor. 

The second game promised to be as good as the first, and on March 
third, the teams met again. Although these games were not as fast as 
the first ones, they were just as interesting if not more so because of 
the close scores — "A" game 32-31 in the Seniors' favor, "B" game 35-18 
in the Juniors' favor. As the winner is chosen by the winner of 2 out 
of 3 games, it was not necessary to play another. Therefore, Normal's 
basketball season for the year 1929-1930 came to a close with a victory 
for both the Seniors and the Juniors. 


On Thursday, February 27, 1930, at 7:30 P. M., the annual 
demonstration of classes in Physical Education and the Junior-Senior 
Competitive meet was held. Every girl except the City Student 
Teachers participated. The entire evening was one of enthusiastic en- 
joyment. The events proceeded in the following order: 

1 . Skidmore Medley Seniors 

2. Swanee Seniors 

3. Informal Floor Work Juniors 

4. Topsy Seniors 

5. Swedish Clap Dance Juniors 

6. Stunt Walks Juniors 

7. Informal Floor Work Seniors 

8. German Hopping Dance Juniors 

9. Mat Stunts Juniors and Seniors 

10. The Frog Seniors 

11. Billy McGee Juniors 

12. Games Juniors and Seniors 

a. Jumping Jack Relay. 

b. Merry- Go-Round Relay. 

13. Song Contest Juniors and Seniors 

The three judges from P. A. L. gave as their decision the score 
34-30 in the Seniors' favor. Miss Tall presented the cup to the class 
of 1930. 


On Getting Up 

^/it T Home one is in the habit of being called by a devoted and patient 
mother at 6:30 A. M., recalled at 7:00, called at least five times between 
7:00 and 7:30, roused at 7:45 and finally pouncing out of bed at 7:50, 
throwing on one's clothes and dashing out, most likely catching the last 
car that will get you to school on time. 

Have you ever lived in a dormitory? The devoted mother takes 
the form of a bell at 7:00 A. M., screeching, piercing the ears and 
racking one's nerves. Like a thousand demons tormenting your soul, 
it raves on for a minute that seems a year. If you survive this at all, 
you will recover sufficiently in five minutes to reach up and pull down 
the window. It is said that a human's eyes are the windows of his soul. 
A dormitory window reveals the soul of the world. When reaching up 
to close that window, I make my day — good or bad! /. dash of rain 
in the face (your feet are probably already wet) ; a wind that seems 
to try to tear you out of bed (much like a smaller brother) ; a cold gray 
mist, enshrouding one in gloom, or perhaps (I say, perhaps, because 
these days are few and far between) you will be rewarded by a stream 
of sunshine, uplifting your spirit. This helps, but it doesn't uplift my 
spirit quite enough to reconcile me to the fact that it is time to get up. 

"Death, where is thy sting?" One foot out of bed. Unfortunately, 
my rug does not reach my bedside and the slippers usually manage to 
hide themselves. All of the acrobatic ability I possess, I attribute to my 
daily exercise in finding those slippers. A deep bend from the waist; 
my head is under the bed; a bit of intricate balancing; success; I come 
back without falling out headfirst. Eureka! One slipper! I stuff in 
my foot (usually the wrong one) and stagger blindly to the door. 

Light is dawning! In my state of semi-consciousness I rouse my 
ambition. I'll take a cold shower. I walk bravely to the shower, 
turkish towel and soap in hand, looking cheerful. I turn on the shower 
and — horrors! Fate is against me, the deed is done, I am doomed, the 
world is black! There is no hot water and the shower is decidedly cold. 
What a place! A million needles pierce one. The Spanish Inquisition- 
ists knew nothing of cold showers. 

By this time you surmise that I am awake and indeed I must be, 
for the bell is telling me with its same old shriek that I have exactly 
ten minutes in which to dress and trip five floors to the room of cooked 
cereals and eggs. Ten minutes of pulling, twisting, jumping, sewing 
(lost buttons, loose hooks, torn hose), and then the demon lets forth its 
final triumphant scream; laughing, mocking, scornful, like a maniac, it 
peals. Alas, I haven't succeeded in assembling my belt, watch, ring, 
or the last hairpins. 

No, my friends, I am not late for breakfast. I have learned that 
by perseverance, careful balancing, fleet running, and initiative, I can 



get all the above mentioned in place and really looked placed while I 
trip down those five floors. And — I am up! 

E. Lassell Rittenhouse, Junior 3 

Darkey Jim's Defence 

JC he prosecuting attorney sat down, and as he mopped his brow he 
gazied triumphantly at the judge, and at the young lawyer who repre' 
sented the prisoner. The latter was an old darkey, whose face was as 
black as the ace of spades. 

"During the trial his eyes had never once left the judge. To' de 
Lawd, ef dat ain't Mars' Jim!' he had exclaimed when brought into the 
court room by a stalwart deputy; and two rows of white teeth had been 
revealed by his pleased smile. The testimony of witnesses had been of 
no interest to him, and he laughed scornfully when the young lawyer, 
who had been appointed by the court to represent him, poured forth 
college rhetoric. 'My ol' Mars' Jim gwin ter fix hit,' he whispered to 

"The judge straightened himself and wiped his glasses solemnly. 
'The prisoner is found guilty as charged,' he said. 'Has the prisoner at 
the bar anything to say to show cause why he should not be sentenced?' 

"The stern look of the court caused the old darkey's face to fall. 
When he stood up his eyes were sparkling with indignation. 'Yes, 
sah,' he said, 'I hes somepen ter say, an' I's gwine ter say hit. Now, 
lookey heah. Mars' Jim, you knows me jes' as well as I knows you. I's 
known you ebber sence you was knee high to a duck, an' you ain't 
nebber done nothin' right mean till jest now. 

" 'Dey brought me in heah an' tole me I stole a shoat. But I 
didn't t'ink nothin' ob dat; an' you nebber did befoah till jest now. I 
come heah aftah justice. I thought I was gwine ter get hit 'case you 
was jedge. 

" 'Mars' Jim, doan you 'member dat I was yo body sarvint durin' 
de wah? Didn't I use ter russle fer grub fer you an' you chum when 
de rations got sho't? And didn't you use ter smack yo' lips ober my 
cookin' an' say, "Jim's a powerful good forager?" Why, I stole chick' 
ings an' turkeys an' shoats for you clean from Chattanooga ter Atlanta. 
You didn't say nothin' agin hit then, no, sah, an' I wants ter know, if 
hit was foragin' then, huccome hit stealin' now? 

" 'Yes, en doan' you 'membah. Mars' Jim, when you was shot, an' 
de Yanks took you pris'ner at Petersburg? Didn't you gib me yo' gray 
uniform en' er lock of yo' hah en' you sword, en' didn't you say, kinder 
hoarse-like, "Take em ter her?" En' didn't I take 'em? I toted dem 
t'ings t'ru' de bresh a hundred miles, an' when I come to de front gate. 


dah stcx)d Miss Em'ly! En' when she saw me didn't she hug dat bald- 
headed baby dat you was so proud of up close an' cry, "He's daid, he's 
daid!" En' when I ups an' says, ''No, he ain't daid. Miss Em'ly. De 
Yanks jest got him an' he'll be home bimeby," didn't de tears ob joy 
come pourin' down an' wash de tears ob grief erway. 

" 'Now, lookey heah. Mars' Jim; my ole woman an' three picka- 
ninnies is ober heah in er log cabin in de woods near Jim Wilson's 
pasture! Day hain't got nothin' ter eat, en' when I comes by Sam 
Johnsing's hog pen, de yuther day, en' sees dat skinny little shoat dat, 
honest ter Gawd, was so poah dat you had ter tie er knot in his tail ter 
keep him from slippin' 'tween de palin's, I jest began foragin' ag'in. 
You cain't call it stealin', nohow, 'case I'se gwine to pay Mars' John- 
sing back jes' es soon es my old sow has pigs. You ain't gwine ter send 
yo' old body sarvint to de pen fo' dat, is you, Mars' Jim?' 

"There was silence in the court room for a moment. The old 
lawyers, who had at first laughed at what the old darkey said, were 
now very quiet. The stern features of the old judge had relaxed. 
There was something moist in his eyes, and he wiped them furtively. 
Finally he said: 'The court has considered the motion for a new trial, 
and the same is hereby granted. The prisoner is released upon his own 
recognizance. Mr. Sherifi^, adjourn court. Jim, you come up to the 
house with me.' " 


A badly shaken and nervous student teacher stood before a group 
of county pupils. She was laboriously singing a "Pussy Willow" song — 
"How do you know 'tis Spring" — Oh! how she screeched! 

A youngster in the front seat looked up at the teacher with his 
innocent eyes, wide-open. "Huh — Miss — , I can sing better than that!" 
was all he said — and he was serious, too. 

It was Tuesday morning and the children were anxiously awaiting 
the arrival of the Participators. "I hope the Juniors have a story to tell 
us," one of the children said. 

"Oh they will," disgustedly replied a small child. "When the 
Participators come out — one of them always tells us a story, and the 
other one reads a poem." 


The Campus school had been upstairs to see a Puppet Show in 
Assembly. One very small second grade girl left the assembly with a 
very disappointed look on her face. When asked what was the matter, 
she replied with reluctance — "I didn't see any — puppies." 


^^re thejudge 


Jerry Denaburg and another member of the "Select Six" were 
walking up the avenue. This other member of the "Select Six" loved 
Jerry dearly but he had to have his little joke. 

As they rounded a corner Jerry turned with a pleased expression 
on his benign countenance and said, "Gee, did you see that pretty girl 
smile at me?" 

"Oh, that's nothing," replied his friend. "The first time I saw you 
I laughed out loud." 


A Christian Scientist found his young son doubled up with pain 
as a result of too frequent trips to the apple orchard where many 
choice green apples were to be had. 

"What's the matter, Bobbie?" he asked. 

"I ate too many apples," said Bobbie, "and oh how my stomach 

"Your stomach doesn't ache," said his father; "you just think it 

"Well, you may think so," said Bobbie, "but I know. I've got 
inside information." 


Two supervisors, an instructor in history, and the principal were 
in the room observing a student teach a history lesson. The student 
tried in vain to get the children to answer correctly. 

At last she tried her star pupil. "Now, Geneveve," she said, "Mary 
followed Edward VI, didn't she?" 

"Yes, ma'am," was the reply. 

"And now who followed Mary?" asked the teacher hopefully. 

Silence — then Geneveve raised her hand. (What a relief to the 
student teacher). "Yes, Geneveve. Who followed Mary?" 

"Her little lamb, teacher," said Geneveve triumphantly. 


We hear much about rationali2;ing in arithmetic; a student decided 

to try it and put a good lesson over on the practice teacher. So the 

next day the student came to school with a nice, red, shiny apple. She 

wanted to explain fractional parts; so she divided the apple into a half 


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Prospective Pedagogues Prognosticate Progress 

George T^eumeister, Jr. 1 

In the City of Brotherly Love 5 

New York Trails Katherine Church 6 

The Second Annual Men's Show 7 

A Dramatization Project {continued from April) .... 8 

What Makes a Job Good? Bruce Barton 12 

Meritissimo Ex Homine 

Poem and Drawing by Paul Tajfe 13 

Manifestations of Decorative Instinct .. Louis Cohen 14 

Teaching and Delinquency Howard C. Hill 16 

Book Friends Virginia McCauley 1 8 

History Recorded in Hooked Rugs. .Evelyn Schaeffer 19 

Poetry Eleanora Bowling 20 

Editorials 22 

School Notes 24 

Athletics 26 

Jokes 29 

Advertisements 32 

% ®0fegr 'ifii0 

Vol. Ill May, 1930 No. 8 


Prospective Pedagogues Prognosticate Progress 

j21he most stimulating, valuable and interesting portion of the New 
York trip, to our mind, was that on the morning of Saturday, April 
12th. It was truly enjoyable and certainly mutually beneficial to have 
come together, there in the ballroom of the Hotel Pennsylvania, Normal 
School students from along the whole Atlantic seaboard, as far south as 
Virginia, to exchange ideas; to present and solve problems; to bring to 
light new methods of treatment; to integrate and reconcile conflicting 

The conference was conducted almost entirely from the floor, with 
the Discussion Leader merely commenting from time to time; presenting 
new topics; checking on timclimits. Our own school made several con' 
tributions when we seemed to have something that might be of value 
to the other groups present. In return we garnered from others in the 
discussions ideas and information which, it is hoped, will, when brought 
to the attention of those interested, prove most helpful and aid in making 
our own school a more pleasant, smoother'running and adequate one. 

The first point in the discussion was that of Student Elections. 
Here we felt we were on a par with any of the schools present and 
perhaps a bit in advance of them. That being the case, we tried to 
give the benefit of our experience to the other institutions. 

The second large topic concerned the makc'up of the budget for 
the various student activities and their administration. This was an 
item in which we were particularly interested, as we here at Normal are 
rather new at this sort of thing, since the student councils, if at all con' 
cerned, have only very recently had anything to do with financial mat' 
ters. A vital point was how the necessary funds may be secured. In 
reply to a question raised on this issue, we found that in many schools 
the fee was compulsory while in others, the students, in return for the 
bulk fee paid at the beginning of the year received a ticket which en' 
titled them to come to the various dances, teas, athletic contests, held 
throughout the year, and also took care of class dues and served as a 
subscription to the various school magazines and papers. 

Most of the schools favored the bulk fee for all student activities 
including athletic association, student councils, magazine subscriptions, 
and social affairs. A few of the institutions had a rather unique system 
of working out their budget in its entirety at the close of the year and 


on that basis computing the amount which each student was to be as* 
sessed the following year. 

The subject of student publications next held the floor. The selection 
of a staff for these and frequency of publication were noted and then the 
discussion turned to advertising. Here quite a heated debate took place, 
one speaker declaring that no advertiser in a Normal School publication 
received anything like full value for the price of his advertisement and 
therefore advocating that student publications have no "ads" in the 
future. This is perhaps too great a departure to be considered by the 
majority of student publications at the present time. However, the gen- 
tleman who advanced the theory gave us the "proof of the pudding" by 
telling us that his school had adopted the policy and thrived under it. 

As an example of what student organizations had done for the pub- 
lications in one school, the incident of the student council having fur- 
nished a suitable oflSce for the staff of the school paper was cited. 

Student co-operation with the faculty and with each other in devel' 
oping a satisfactory program of social training was the next topic brought 
up. Some particularly fine plans were revealed here, many of them 
coinciding largely with those we have at Normal. 

The last, but certainly not the least important subject was con' 
cerned with the development of those traits of personality which give 
the teacher effectiveness in his professional work. None of us, after 
our training at Normal, would minimize the significance of the interplay 
of ideas which followed. 

One point which was brought out, was the value of athletics in 
developing a desirable personality. Under the strain and excitement 
of an athletic contest, the speaker declared, our true selves come to the 
surface and peep out, not altogether shyly, on an observant world. It is 
then that our real potentialities are revealed and an opportunity offered 
for development or correction. 

A rather enterprising and elaborate program in one institution was 
the plan of sending a number of students abroad to other colleges in 
Europe and receiving visits from foreign lands in return. Three or four 
students were actually sent abroad and in return as many as five or six 
students from almost as many countries returned the courtesy. The 
money for such an expedition was raised by a contribution from stu- 
dents, from various benefits, and by having the individuals making the 
trips pay $300 or $400 themselves. This included all expenses. We 
who have made the New York trip and have already felt its immensely 
broadening influence and can anticipate its value to the school, to fel- 
low-students, and to ourselves in our chosen profession, can imagine 
quite readily the potency and far-reaching consequences of such jour' 
neys, both to the schools sponsoring them and to the individuals con' 


We felt in observing the student conference in New York that 
here was something so vital and radiated vigor and thought to such 
a degree that it was too unusual a thing to let pass without at least 
an attempt to duplicate it to some degree. If we could make our stU' 
dent council assemblies as pulsating and wide-awake as New York StU' 
dent Conference, we should have gone a long way toward realizing to the 
utmost, the meaning of student co'operation and real student government. 

George Neumeister, Jr. 

In the City of BrotKerly Love 

HE TRAIN for Philadelphia carried a happy crowd of Normalites 
as it puffed steadily on its way. The time, as it usually does, passed 
quickly, we were soon at the Benjamin Franklin Hotel. 

After inspecting our own rooms, we decided to look over the rooms 
being occupied by other members of our party. Of course, this took 
quite a while and resulted in a hilarious time, far, far into the night 
But, as all good times do, it had to end. That brings to my mind the 
fact that I understood some of our dormitory people kept their lights 
burning all night just to enjoy the thoughts that there were no proc 
tors around. 

We were all quite anxious to visit the Philadelphia Normal School 
on Thursday morning to get an insight into the ways and means that 
other people, having the same goal in mind as we, have of living to- 
gether socially and professionally. 

We were very cordially greeted by Dr. Adams, the principal, and 
Miss Boone, president of the Student Council. They had decided upon 
the excellent plan of having one of their senior students conduct every 
two of our students. With this guide we were to spend the morning, 
and as Dr. Adams said, "Make yourselves at home." 

The first feature on the program was an assembly by the elementary 
school children, during which a number of songs were sung, a little play 
about good books and how to care for them was given. 

At the close of this assembly Dr. Adams gave us a brief resume 
of the essentials of the organization of the school after which we toured 
the school under the direction and untiring efforts of our hosts and 
hostesses. This tour included visits to the practice centers (which are 
adjoining the main building) and which were in charge of student teach' 
ers as well as some of the regular normal school classes. At noon we 
returned to the auditorium for the usual daily assembly, at which time 
we were entertained by the glee club and orchestra of the school, together 
with a few words from Miss Boone, Miss Tall, and Mr. Neumeister, 
respectively. At the close of the assembly not much time was lost ad' 
jouming to the lunch room. Our buses called for us at 2.00 P. M. 

New York Trails 

^ J^. TRIP to Chinatown heralded our visit to New York. Here 
we visited a mission founded by a former dereHct which has been es' 
tabhshed for the down'and-outers. Services are held every night. The 
wanderers drift in here, not so much to hear the service, but to secure 
the bread and coffee which is doled out and to secure a place to sleep 
for the night. But do not imagine beds are to be had. Men lie on the 
bare, wooden floor with their coats rolled up and placed under their 
heads as pillows. 

In the Joss House the Chinese pray to their god, Confucius. A 
guide explained to us some of their beliefs and what the carvings on 
the altar symbolized. From there we went to a Chinese shop, where 
trinkets were purchased as souvenirs. 

Getting into the buses again, we started for Greenwich Village 
which I consider a rather squalid, sordid part of New York. The Pep' 
per Pot, supposed to be a rather mild and harmless night club compared 
to the other places of this locality, proved spicy enough. We were 
dubbed by the habitues "the Sunday School procession." Mr. Acree, 
however, certainly helped our trip to the Pepper Pot from becoming a 
complete flop by his peppy singing. Needless to say, we were pretty 
tired by the time we reached the hotel and bed. 

On Friday morning we again started out early for a visit to the 
various schools which we were assigned to see. That afternoon we gath' 
ered at the Grace Dodge Room in Columbia University for an informal 
tea, as the guests of the International Institute. We were all disap- 
pointed, however, when Doctors Dewey, Kilpatrick, and Thomdike, 
whom we were scheduled to meet, failed to appear. 

On Friday night we attended the banquet which one of our group 
will tell you about in another article. We all thoroughly enjoyed our- 
selves. Afterwards many of us attended a midnight movie. 

At noon, after the conference, we again found our way down to 
Greenwich Village where luncheon was served at the "Daffodil," a 
most delightful restaurant not at all like the Pepper Pot. From there 
we went to Battery Park, that is, the small group who successfully found 
their way thither — most of the group were lost on the way. At Bat' 
tery Park we took a boat to Bedloe's Island. Arriving at the island 
we all started up the Statue of Liberty, but unfortunately while under' 
taking the climb the boat left without us. The next boat did not arrive 
until 4:30. Luckily, Mr. Woelfel was with our party and knew some' 
thing about subways and how to get back to the hotel in the shortest 
time, otherwise all of us would have had to remain over in New York. 
However, we made the bus which was to take us to the ferry. We ar- 
rived home very tired — glad to have had the trip but glad to get home — 
late on Saturday night. 

Katherine Church, Sr. 6. 

The Second Annual Men's SKow 

^N THE MAY, 1929, number of Tower Light there appeared a re 
view of the first Men's Show presented in our school. Tlie final para' 
graph of that article contained this sentence: "The Men's Fun Night 
has become history, and, we hope, a tradition." The second anniul 
show produced by our men students has now become history, and in the 
face of all indications a tradition has been begun. 

"Sky Skits" was presented on the evening of March 28th, before 
an audience of approximately 700. As might be expected, comments 
on the show vary. Some express the opinion that last year's show was 
better; others think that this year's production was by far the supericw 
bit of entertainment; while a small third group insists that the two 
editions were so entirely different in type that a comparison is not prac 
ticable. All in all, however, the consensus of opinion seems to be that 
this year's show was easily the better. 

There can be no doubt that it was more elaborate and produced 
at greater expense. More costumes were used, more and costlier settings 
were constructed, better lighting was employed, and in every way the 
staging, as well as the general tone, was dr a more finished nature. 

For several reasons we hope that the Men's revue is to be a per- 
manent affair at Normal. Its value as a socializing influence in the lives 
of the men students cannot be overestimated; no longer is there a barrier 
between the Juniors and Seniors, between the city men and the county 
men. Had the show provided no other benefit, this alone would justify 
its existence. But in addition to this admirable result there is also the 
practical experience that has come to all the participants; dances, songs, 
tumbling, stage routines, setting, design, and construction, make-up, 
lighting, costuming, advertising, management, — all these and more have 
been learned and practiced by the members of the cast and the various 
committees. Perhaps most important of all is the character development 
side; we have learned to know each other as never before; we have dis- 
covered and developed abilities that we were unconscious of possessing, 
and we have learned of other abilities and traits that we must develop. 

Those for whom this must be the last revue in which they may 
participate as students may take just pride in having been in at the 
start. They have pointed out the trail; now they must stand aside and 
watch those who come after, follow the trail, and extend it farther. Of 
one thing they can be reasonably certain; that each year the Men's Revue 
will be increasingly good. 

And here, in our closing paragraph, let us again pay tribute to one 
who would rather remain in the wings than stand in die glare of the 
footlights and spot. He would prefer to have it appear that the success 
of the show was due solely to the co-operation of all the participants, 
but to those who were connected -with the production the proportion of 


its success due to Mr. Donald Minnegan is no secret. There is no doubt 
in our minds that without him the show would have been lacking in 
many of the things that made it what it was. It has been a real privilege 
to work with so capable and hard-working a leader. More than we can 
possibly express, we appreciate the help and leadership of Don Min- 

cA Dramatization Project 

Continued from April issue 

Complete List of Properties and Scenery 

Scene I — A couch, sword, sceptre 
Scene II — wall (drawn on brown paper) , doll baby 
Scene III — couch 

Scene IV — wall, markers for start and finish of race, 5 laurel 


Scene I 

Place: Tent of Agamemnon 

Characters: Achilles, Nestor, Agamemnon, Calchas, Chryseis, Men' 
elaus, Diomedes, Ajax, Patroclus, Odysseus, Heralds, 
Greek Heroes. 
(Couch for Agamemnon to recline on is on the stage. This could 

be made of boxes or chairs covered with a couch cover. Agamemnon 

is reclining on his couch. Chryseis is by his side. The Greek heroes 

are seated at his feet. 

Achilles (rising) — War and pestilence ravage us. Surely it is time 
to inquire of a priest or soothsayer, why it is that Apollo is so 

Calchas — These woes have come upon us for the wrong that Agamem- 
non hath done Chryses, priest of Apollo. (He tells how Chryses 
begged Agamemnon for the return of his daughter. He says that 
Apollo will not remove the plague until Chryseis has been re 
turned, with a hundred beasts as an offering to Apollo.) 

Agamemnon — Flee then if thou wilt, I care not for thee and thy wrath, 
and this I tell thee: to thy hut, I myself will go and take from 
thee, Briseis, fairest of all thy slaves, that thou may'st know that 
I, Agamemnon, am thy lord and ruler. 

Achilles (drawing sword angrily, is stopped by Greeks. He dashes 
his golden sceptre to the ground). By this, I swear, when 


bleeding Greece again shall call Achilles, she shall call in vain. 

(He walks out.) 
yiestor (looking at the furious Agamemnon attempts to speak. The 

Greeks leave.) 
Agamemnon (speaking to heralds). Go ye to the tent of Achilles and 

bring me Briseis, his fair slave. (Exeunt.) 

Scene II 
Place: Inside the Walls of Troy. 

Characters: Hector, Hecuba, Helen, Andromache, Nurse, Astyanax 
(doll), Paris. 

(No scenery necessary, except a wall, which can be made of 
brown paper. Hector, rushing into the city, meets Hecuba and Helen.) 
Hector — Cjo thou to the temple of Athene and offer her sacrifices, 

beseeching that she will have mercy on Troy and on the wives of 

the Trojans and their little children. (Exeunt — Hecuba and Helen. 

Enter Andromache, Astyanax and nurse.) 
Andromache (hastening toward him). Dear lord, thy courage will 

bring thee death. Have pity now, and stay with the wife and 

little child. 
Hector — Black shame would be mine if I were to shrink like a coward 

from battle. (He says that he would be especially cowardly if he 

stayed home at this time, because the Greeks are discouraged by 

the absence of Achilles. Taking his son in his arms, he prays to 

Zeus and all the gods that Astyanax be even greater than he.) 
Hector (handing back his son to Andromache) . Dear one, I pray thee 

be not of oversorrowful heart. No man shall slay me e'er the 

time appointed for my death hath come. (He starts oflF as Paris 

Paris (overtaking Hector) . I fear I have delayed thee. 
Hector — ^Let us go forward and may the gods deliver the Greeks into 

our hands. (Exeunt Hector and Paris.) 
Place: In the tent of Achilles. 
Characters: Achilles, Thetis, Antilochus (a messenger). 

(Couch on stage as in Scene I.) 
Achilles — Is reclining in his tent when — 
Antilochus (a messenger comes and cries) : 

"Fallen is Patroclus! and around his naked body do they fight, 

for his armor is held by Hector." 
Achilles — (Tears his hair and moans). 
Thetis — The mother of Achilles, enters the tent and the messenger 

leaves. She asks: "My child, why weep'st thou?" 


Ax:hilles (ceases his moaning and answers) : 

"Patroclus, my dear friend, has been slain. Now I shall have 
no joy in my life save the joy of slaying Hector who slew my 
Thetis (answers) : ''But thin armor — my son, thou hast no armor now 
to protect thee in the battle. 

"Not long methinks, shall Hector glory in the armor that waa 
thine, for Death presseth hard upon him. Go not forth to battle, 
my son, until I return, bringing with me the armor, that Hephais' 
tos, the smith of the gods, shall make for thee." 

Place: On plain outside walls of Troy. 

Characters: Priam, Paris, Glaucus, Aeneas, Deiphobus, Paidon, Ascan- 
ius. Other Trojan Warriors. 

(A paper wall may be used as a background. A line is drawn at 
the end of the stage and a ribbon stretched between two posts at the 
other. As the scene opens contestants in a foot race are behind the line 
ready to start as soon as Priam drops the handkerchief. A warrior at the 
other end of the track raises the hand of the victor. Then Priam speaks.) 
Priam (taking place in center) : "Come, all ye Trojans! Gather round, 
that I may reward the victors in these games, held this day, in 
honor of our beloved Hector, slain by Achilles." (He announces the 
winner of each event and crowns him with a laurel wreath. 
Glaucus — winner of the chariot race. 
Paidon — winner of the boxing match. 
Aeneas — ^winner of the wrestling match. 
Deiphohus — winner of spear throwing. 
Ascanuis — winner of foot race. 
(As the applause dies down, Priam announces that the funeral for 
Hector will be held in the banquet hall of the palace.) 

A Dramatization of the Iliad by Norma Strassburger and Eunice Bowers 


1. Laselle, Mary A. 

Dramatization of School Classics 
Educational Publishing Co., New York, 1911 

2. Lang, Jeanie 

Stories from the Iliad or The Siege of Troy 
E. P. Dutton Co., New York 

3. Tappan, Wm. (Editor) 

Pope's Translation of Homer's Iliad 


Ginn and Co., Boston, 1900 

4. Colum, Padraic 

The Adventures of Odysseus and the Tale of Troy 
The Macmillan Co., New York, 1918 

5. Gayley, Charles M. 

The Classic Myths in English Literature and in Art 
Ginn and Co., Boston, 1911 

6. Crew, Helen Coale 

The Trojan Boy 

The Century Co., New York, 1928 

7. Baltimore City Course of Study in English 

8. Plummer, Edward M. 

Athletics and Games of the Ancient Greeks 
Lombard and Caustic, Cambridge, 1898 

9. Grimball, Elizabeth B. and Wells, Rhea 

Costuming the Play 

The Century Company, New York, 1925 


Scene I 

Calchas — White tunic, belted at waist. 

Chrysseis — Long, flowing yellow robe, drawn in at the waist by a 

girdle. A band of yellow on her hair. Many bracelets on 

her arms. 
Gree\ Heroes — Dressed in armor as illustrated. This armor can 

easily be made of brown paper and cardboard. 
Agamemnon — Dressed as king in illustration. The costume can 

be made of purple and white cheesc'cloth. 

Scene II 

Hector and Paris — Dressed as warriors. 

Hecuha — Flowing gray robe (cheese'cloth) . 

Helen — Flowing orange robe (cheese'cloth) . 

Andromache — Flowing lavender robe (cheesC'cloth) . See illustra' 

T^urse — White robe — see illustration. 

Scene III 
^ Achilles — ^Plain white robe similar to that of king. 

■ Antilochus — Dressed in armor. 

;y:' Thetis — Flowing, trailing robe of blue with tinsel girdle and band 

of tinsel around head. 

Scene IV 

Priam — Dressed as king in purple — as illustrated. 
Other Trojans — Dressed as athletes. (As illustrated.) 

What Makes a Job Good? 


_ ,ffi SAW THIS little story reprinted from the Chicago Daily T^ews, and 
I thought that other students might enjoy reading it, too: 

By Bruce Barton 

One morning the elevator starter was breaking in a new elevator 
boy. At noon the new boy was running the car alone. He had on a 
uniform, and was starting and stopping with the confidence of a vet- 
eran. From apprentice to professional in a couple of hours. What 
thoughts are in that young fellow's head as he receives his instructions 
from the gray-haired veteran? How can he fail to look forward and see 
in the older man a picture of himself twenty years from now? 

He is taking up a low paid job — a job with no future. Twenty 
years from now he will be just where he is to-day — only older, with a 
grasp on the job somewhat less secure. His experience will count for 
nothing, because it is experience that any man can gain in a couple oi 
days. He may from time to time, force an increase in his pay. But 
the increases will not be large. Why? Because he learned the job in 
two days. And in any other two days the company can find plenty of 
men who can learn just as fast and take the job away from him. 

Recently I met in a hotel restaurant a friend of mine who has just 
come back from England after taking special work in surgery under 
some of the greatest men in the world. He is thirty-one years old — it 
is fourteen years since he entered college. For ten of these fourteen 
years he has been in medical schools, in hospitals, and in foreign coun- 
tries studying. Fourteen years of hard, uninterrupted study. Years 
made more difl&cult by the necessity of self-support; and filled some- 
times with questionings as he has seen his college classmates moving 
forward to their places as well paid physicians, and he lingering still 
in school. Yet with what result? He has acquired a specialized train- 
ing such as only a few other men in America possess. He will begin 
life with an income of several thousands; he will pay back his educa- 
tional debts in a couple of years; in ten years his income will be tens 
of thousands. Fourteen years of his life went into the mastery of his 
profession. But he need have no fear of losing what he has gained. No 
other man can displace him, except at the cost of fourteen years of work. 

I would not say one word in depreciation of honest toil in humble 
places. The routine activities of life must be carried on; the world haa 
need of the elevator men and motormen. And, according to the loyalty 
and courage with which these do their work, they are entitled to the 
world's gratitude and respect. 

The job that the gods sell for two hours' training is worth just 
what it costs. 

Only that job is worth much which has tied to it the price tag of 
constant, increasing study and work. Ernestine Staples. Jr. 2. 


cManifestations of the Decorative Instinct 
Observed Among, the SixtK Grade Children 


jjL^uring student teaching, I gained new viewpoints on many phases 
oi education, but the point I gained on free activity dominates all the 
rest. Judging by my own observations, I think free activity in the 
schools is doing more for our younger generation than any other modem 
progressive educational movement. Free activity as an educational prin- 
ciple implies no abstract ideas. Its meaning, as it is used today, is free 
activity and nothing else. This progressive movement has changed the 
child from a type of person who accepts the standard ideas of others 
to the type of person who questions everything and is allowed to follow 
up that desire to investigate by being allowed free activity. 

"Free" and "activity"" are two very simple words, but as simple 
as they may seem they often prove very costly. Work periods are us' 
ually the place in our schools where we allow the child a chance to 
indulge in free activity. In connection with these work periods the 
child has some dangerously strong instincts that must be watched very 
carefully. Some children have what you might call a decorative in- 
stinct. This is unusually valuable to the teacher, but must be watched 
with an eagle-eye. If a child is not watched carefully this decorative 
.instinct often will be expressed very unexpectedly during work periods. 
• Some children decorate desks by the useless spilling of all available paint 
.colors in widely scattered spots. Others delight in painting enamel sinks 
that should be used to clean paint brushes. In some the decorative in- 
stinct is so strong that children paint their own faces or the face of the 
person across the aisle. Naturally, all the Httle ones during a creative 
period do not use paints. Some use clay. This does not by any means 
stop the strong decorative instinct from functioning. These individuals 
as a rule get much pleasure out of decorating the floors, chairs, windows, 
clothes, teachers' overcoats, ceiling and many other things with clay. 

In some the decorative instinct is very fine and in others it is very 
crude. A child with a fine instinctive tendency to decorate will use a 
paint brush to smear sinks, books, desks, etc. The ones with the crude 
decorative instinct really cause trouble. Very unexpectedly, when dom- 
inated by this strong inner urge, they will make a tour of the room up- 
setting every paint bottle in sight. 

A new division of the decorative instinct, known as the instinctive 
tendency to decorate in spots, has recently been recognized by psychol- 
ogists. Instead of decorating in smears and blurs, as he does when 
moved by the ordinary instinct the child now embellishes only by the 
use of finely scattered spots or dots. The instinctive tendency to become 
obnoxious by the use of spots or dots expresses itself when the child 
is using paints, although it may become active when clay or glue is 
being used. 



Now we have seen that free activity may prove costly to the 
school board, class morale, and student teacher's reputation. Neverthe' 
less, as previously mentioned, it has its intrinsic values. This is just 
one of the thousands of things the alert student teacher studies. This 
decorative instinct is simply another place where proper guidance is 
necessary. If this decorative instinct is turned into the right channels, 
instead of causing unlimited damage to the child's training and to the 
school property, it may lead to unthought-of wonders in the field of art, 

Louis Cohen. Sr. 7. 


Although it's only Janiuiry. 

Student teaching is over; 

Three cheers — and yet another plague 

Above us seems to hover. 

It isn't that we don't }{now what 

Is hanging heavy o'er us. 

It's only too well that we \now 

Professionals are waiting for us! 

"With good intentions, we declare 

We'll start to study today. 

And each night ta]{e for company 

Kilpatric\ or Dewey and say, 

"I'll use these hoo}{s tonight, no doubt; 

Thin\ what is hanging o'er us. 

It's only too well that we \now 

Professionals are waiting for us! 

However good intentions are. 

They never quite wor\ out. 

We've carried hoo\s for two wee\s now 

Of that there is no doubt. 

But — we haven't so much as opened them — 

Oh! Thin\ what is hanging o'er us; 

It's only too well that we \now 

Professionals are waiting for us! 

C. Freeman, Sr. 6. 

TeacKin^ & Delinqency 

By Howard C. Hill 

Executive Secretary, Prisoners' Aid Association of Maryland 


SCHOOL superintendent recently remarked that the chief purpose 
of education in the public schools is training in good behavior. It is not 
necessary to call this proposition to the attention of teachers or those 
who are training to be teachers. A Normal School is engaged in the 
preparation of those who are to be the vehicles for applying the 
opportunity and technique of the teacher to the training for character. 
The Prisoners' Aid Association is concerned with the end results of 
behavior manifestations, so I use this quotation above in order to estab' 
lish at the outset the basis of the relationship which the field of work 
of this association has to the work of a Normal School. 

Now how does this special relationship apply to the children con' 
cemed. The work of the Prisoners"" Aid Association is both curative 
and preventive. In the first field it has to do with the welfare of chil- 
dren and delinquents from the standpoint both of support and super- 
vision; and in the second, it has to do with the study of individual be- 
havior and the guidance of young people through normal adaptations 
and legitimate activities. 

Whatever may be the influence of church or school, it still remains 
that the kind of home training or lack of home training is the paramount 
element in the development of behavior patterns of the children of that 
home; and that therefore a better understanding of the nature, the obli- 
gations, and the duties of marriage and parenthood will go far in the 
training of young people for right Hving. 

Right here is one definite phase of training which it is valuable for 
teachers to understand and apply by whatever method is found to be 
feasible. It has been said by one of our great statesmen that "the best 
governed people are the least governed"; that the government is best 
where the individual has left to him all the freedom that is compatible 
with the maintenance of institutions which are designed to make our 
freedom possible. Prominent among the aims of the public school, if 
not in a way the culmination of all its aims, is the training for good 

There are a number of aspects of this training of the boy or girl 
which may tend to produce an attitude of good citizenship. From the 
standpoint of moral and spiritual behavior, he must be led to acceptance 
of some system of religion which men have interpreted to be the will 
of God. From a purely mental standpoint he must be led to such use 
of the tools, and employment of the methods, as have been discovered to 
be most effective in acquiring wisdom. And from a social and com- 
munity standpoint he must be led to an adaptation of his mode of life 




to the general institutions which have been evolved by men for finding 
satisfactions in life. 

These institutions are regulated by a system of laws limiting the 
freedom and fixing the measure of responsibility of the individual in 
the community as they affect the common good. Usually, laws are the 
result of long experience in learning what activities have good effects 
and what bad effects upon the welfare of most people in the community; 
and the very essence of a democratic form of government is the neces' 
sity for surrender of a certain amount of personal freedom in return 
for the privileges which society guarantees to the individual member; 
so that in the teaching of history or in the teaching of civics, whether 
it be from textbook or from organisied group activities, there is per' 
haps no one thing which can contribute more toward right living than 
emphasis upon this very necessity of limitation of personal freedom, the 
need for team work, the call for an adaptation of our desires and activ 
ities so as to make them conform to the minimum requirements, at least, 
of the group of which we are a part. 

Crime may be looked upon as a negative rather than a positive 
action. It is the failure of the individual to inhibit primitive urges for 
his preservation, protection, and perpetuation, around the exercise of 
which society has evolved restrictions. This failure is due in a measure 
to inability, and in a measure to unwillingness of individuals to so re' 
strain themselves. Training of the young for citizenship, then, should 
have as its goal the ability and the willingness on their part to conform 
to the standards which society generally has established. This involves 
development of the potential strengths and correction of the weaknesses 
in the moral attitude as well as the physical and mental make-up of the 

While there is here no panacea for crime, I feel that emphasis 
upon the things which I have mentioned in the training of young people 
must certainly have a beneficial effect — first, the importance of home 
training and the consequent need for an understanding of the require- 
ments and obligations of parenthood; and then, an understanding and 
acceptance of the principle that in group activity the freedom of the 
individual must be sublimated to a certain degree in return for the 
benefits to be derived from group action. In seeking satisfactions in 
life we must bear in mind that rest follows labor; privilege creates re- 
sponsibility; and liberty involves a measure of bondage to the principles 
upon which the structure of freedom rests. 

Book Friends 

"A pile of brand new boo^s to read. 

Then, where's a quiet comer 
In which to sit as happily as little ]ac\y Homer 

Who pulled out plums? For girls all }{now 
That when a good hoo\ comes 

It's just as full of joys as JacXy's pie was full of plums. 

[f^U/'AO OF us has never had the jolly experience of sUpping away with 
a favorite book and a big juicy red apple to some quiet nook where we 
could read unmolested? This was a pleasure equally enjoyable on a 
dull, rainy morning or a bright, sunshiny afternoon. 

Books are the "open sesame" to our most joyous friendships. We 
may journey round the world and travel as we please in company with 
a brave and jolly band of our dearest story friends from all over the 

Can we find a human friend who will always fit in with our every 
mood? We can always find a book that will. If we are sad, books 
cheer us; if we need advice, books advise us; and if we just desire 
pleasure, books will amuse us. 

When we read a book, we pass from this sordid world into a world 
of make-believe. We follow the characters and rejoice or sorrow with 
them; for when we really comprehend a book, we live in its characters. 

Book friends will never fail us as our human friends often do. 
When we have read a book and really love it — for we can love books — 
we are free to re-read it if we wish. 

There are books which we read when we were smaller that we 
really loved. Life couldn't have been the same if we had never read 
"Little Lord Fauntleroy" or "Uncle Tom's Cabin," or "Little Women." 
We can remember how we, like Lord Fauntleroy, admired Dearest; how 
we cried when little Eva died, and how we loved Meg, Joe, Beth, and 

Book friends are delightful because we never know just what they 
will be like, and each day we find new ones, for the supply seems un' 

Our book friends are "friends indeed" for they educate and amuse 
us at the same time, and are always suitable to our moods. 
"A blessing on the printer's art! Books are the mentors of the heart. 
The burning soul, the burdened mind. In books alone, companions find." 

Virginia McCauley 

History Recorded in Hooked Ru^s 

CTOBER TWENTY'SKTH — A message from School number twenty- 
two, "During your term of student-teaching something will be done with 
hooked rugs." Ah, during the Christmas hoUdays I must learn to make 
hooked rugs so that I shall be prepared to meet all emergencies. Thus 
the idea of the rug project sank into the subconscious. 

For one week the children, wide-awake and all observant, had 
watched in a most intensive study their nation grow from its infancy 
in the Thirteen Original Colonies to manhood when it had gallantly 
reached the shores of the Pacific. Several suggestions for keeping a 
record of this study were submitted: "Draw pictures." "Have a play." 
"Make a book." 

Teacher of Practice: "Did the early pioneers, the builders of our 
nation, live just as we do today? What were some of the diflFerences?" 

"They dressed differently." 

"They had different kinds of houses." 

"They had different kinds of furniture." 

At last, the opportunity of suggesting the making of rugs. At 
first, only about half the class appeared anxious to make them. 

In a low, under-breath voice, Florence in her usually indifferent 
manner said, "What do we want to make hook rugs for?" 

A storm of response, "An exhibit." "We may have other classes 
to come see our exhibit." 

Teacher of Practice: "We have had just plain exhibits. You may 
use the exhibit idea, however, and have something still more worth- 
while." And then, a loop-hole for suggesting an auction sale. 

"What are hooked rugs like?" This question did not remain un- 
answered very long. Through the kindness of the supervisor a real 
rug made with "really and truly hooked rug needles" (as the children 
called them), from New England, was brought to class for the children 
to see, and, you may be sure, to admire. Even the "real" needles were 
put at the child's disposal. 

A whole-hearted desire to carry on the project soon spread. "Work 
period" was anxiously looked forward to — a time when the boys with 
greatest possible skill would file nails and finally compare their needles 
with the "real" ones; when both boys and girls would sketch and color 
pictures representing some period in the growth of their nation, would 
transfer them on the burlap, would attach the latter to the frame, which 
was either an old picture frame or one constructed in class, and finally 
with strips of rags would begin to "hook." 

Meanwhile, "What's the auction sale going to be like?" First, the 
matter of the auctioneer was discussed. John and Raymond were given 
a chance to show their ability in filling this position — the former was 
elected as being the more capable. 



"What will John say; how will he auction off the rugs so that the 
people will want them?" With this need in view, the speeches given 
by the makers of the rugs were finally evolved — individually, each speech 
to tell the story of his respective rug; as a whole, "The Story of How 
Our Nation Grew." 

"Whom shall we invite to the auction sale?" "We haven't enough 
rugs to invite everyone," in response to a suggestion to invite the whole 

The teacher of practice then told the story of the recent private 
auction sale of the Cohen home on North Charles Street, Baltimore. 

A private auction sale? Then came the need of individual invita- 
tions which the children would compose, write, and send out. 

There was still one more matter for which to provide — that of hav 
ing some form of entertainment. Here was a splendid opportunity to 
re-view slavery in the South. The result was the two-part singing of 
three negro songs and the dancing of the Virginia reel at the sale. 

Did this project change the children toward that goal of making 
them better citizens? 

Evelyn Schaeffer. 

Senior 7 


Last night a werewolf howled around my door. 
I rose, and barred the shutters tight, 
And then from out the heart shaped holes 
I peered — and shoo\ with breathless fright. 

Is it true, my own? They say 

The dead come bac\ at night. 

I cannot understand why this is so. 
In life my love was piercing \een. 
There was no life without you then. 
So brave, so cooVeyed, young, and clean. 

Is it true, my own. But tell 

'What can this feeling mean? 

Last night a werewolf howled around my door. 
I heard his eerie note and \new 
A murderer stood my house before 
I feared to loo\. I felt 'twas you. 

My own, I ceased to love, the day 

The gibbet claimed its due. 

E. L. Bowling '28. 

I Like My ChurcKes 

I li\e my churches 
dus\y dim, 
urith Gothic ceils; 
tall columns swathed 
about the tops 
in shadowed shrouds, 
high, arched windows, 
mellow light — 
red ruby glass, 
blue sapphire tones, 
warm amber s richness 
li\e sherry gleaming 
through cut glass; 
imperial purple, 
verdant green. 
Mellow light — 

Shafts of light 

Slanting through the holy twilight. 

I li\e the altars 
lofty, gold 
with carving rich, 
tall tapers wreathed 
at each blue tip 
in mystic glow, 
majestic organ 
soaring notes, 
deep'toned rich chant, 
a fervent hush; 
silXs whispered rustling 
when the faithful slip 
to reverent \nees; 
clouds of sweetness 
wafted upward, 
our humble mite, 

"May our prayers be as 

incense in Thy sight." 

E. L. Bowling, '28. 



Published monthly by the students of the Maryland State 
T^ormal School at Towson 


Evelyn Schaeffer 

Fannie Dryden 

Sylvia Rosenberg 

Mary Hanley 


Jerome Denaberg 

Lilll\n Scott 

Typing Staf 

Anna Rischka 

Business Manager 
Samuel Agree 

Edward Goldstein 

Katherine Church 

Circulation Managers 

Virginl\ McCauley Dorothy Fleetwood 

Advertising Staff 

Esther Benesch Thomas Henry Helen Patz 

Frieda Ruthka Nettie Eisenberg 

$1.50 Per Year 20 Cents Per Copy 

Alice Munn, Managing Editor 

Teacher Values 

_./(. HE ARGUMENT is often made that a teacher's results are more or 
less intangible, that there are many values which arise from her teaching 
that cannot be measured. We can admit this gracefully. However, 
these intangible values are likely to be greater with the teachers who 
produce good classroom results as measured by definite objective tests 
than with others who get poor results in the classroom. A teacher who 
has nothing to contribute but intangible values is a very doubtful asset. 


'Tolerance, patience, selflessness, faith, courage, fairness, tact, mag- 
nanimity — what fineness and strength of character are required by any 
one who undertakes to be a co-operator." 

Harry Emerson Fosdick 



G/4n Ideal 

j£ HERE MAY BE a few people who wonder why thousands pay tribute 
to an unknown soldier, but there is not one true alumnus that questions 
his reason for loving his Alma Mater. Graduates of this institution 
(M. S. N. S.) as well as the instructors would congratulate us if we 
could develop one of the most needed sources of learning at the Normal 

Probably few have thought about the dell back of the Administra' 
tion Building. Why can't the class of "30" inaugurate a project — that 
of beautifying and conserving wild flowers and trees in the glen. Why 
not make this teachers training school foremost in Nature? We are 
learning to train young minds why can't we have children live naturally? 

The Rural Club, science classes and elementary school have taken 
an initial step in this direction. Dr. Ballard, landscape gardener from 
the U. of M., under the auspices of the Rural Club, has made an in' 
tensive study of the situation. He has given us a scientific drawing of 
the glen and shown us the possibilities of making it a perfect wild 
garden. What shall we do? This is not one person's task. It may 
take a score of graduating classes to see this plan completed; but can't 
we make a start? This is a challenge to all the clubs of the Normal 
School, and to every individual. 

H. A. Peregoy 

cMornin^ Invocation 

Give us to awa\e with smiles. 

Give us to labor smiling. 

Give us health, food, bright weather 

And light hearts. 

Let us lie down without fear 

And rise with exultation. 

Grant us courage to endure lesser ills unshaken. 

And to accept loss and disappointment 

As it were straws upon the tide of life, 

"When the day returns, 

Return to us, our sun and comforter. 

And call us up with morning hearts. 

Eager to labor, eager to be happy. 

If happiness be our portion. 

And if the day be mar\ed for sorrow. 

Strong to endure it. 

Robert Louis Stevenson 



N MONDAY, APRIL 14, the Orchestra (after a very exciting election) 
chose as its officers for the coming year: 

President Leona Parks 

Vice-President Lewis Startt 

SecretaryTreasurer Jack Kravitz 

Librarian Leroy Rollison 

At present the orchestra is devoting its entire time preparing for 
commencement and the alumni dinner. Several numbers not yet played 
"in public" will be presented, among them being the "Student Prince." 

Easter E^^ Party 

JC rue easter joy was brought to many of the dormitory students on 
Saturday, April 12, when the annual Easter Egg Party was held in the 

About 8:30 P. M. or when all the guests had arrived the big pots 
of water and the dye were brought out. Everyone immediately began 
to dye eggs. Oh what fun there was to see the results of the dye. 
Pictures of animals, pictures of friends, scenes from various countries 
and names of favorite friends were on the eggs. 

After the "dye," everyone lined up and was given a paper bag. 
Oh what a scramble began when the time for the hunt arrived. In 
every nook and corner the eggs were hidden. Some were large ones, 
some were Wilbur buds, some were jelly beans. At the end of the 
hunt the eggs and scores were counted. Miss Virginia McCauley, with 
a score of three hundred one, won the first prize. 

After the hunt for the eggs was over the dance began. This seemed 
to be the climax of the fun — especially the "Paul Jones." Dancing 
stopped only long enough to take a sip of the delicious punch that was 
being served. 

Those who did not attend the party missed much, but those who 
missed breakfast Sunday morning missed more — we ate the dyed eggs. 

M. Thomas, 

Senior 4 


THE row ER LIGHT 25 


The Fifth Grade of FuUerton School edit a monthly paper called the 
"Fifth Special." These are some of the articles found in it about Robin 


A few days ago our teacher told us that we were going to have a 
play called "Robin Hood." We were glad and said that we would want 
to start right away. The teacher divided us into groups. She asked 
who would like to make the deer. Millard Wilkerson and Howard 
Green said they would help and I said I would help, too. We went 
into the back of the room and started to draw the deer. The teacher 
and the class said that it was very good. 

Cornelius G. 


We are making costumes for our Robin Hood Assembly. We had 
a line to hang them on, but two didn't have any hangers. Miss Rohrer 
said that we could take a page of an old book, roll it up, tie a string 
around the middle, and then put some kind of a hook on it. We tried 
this, and it turned out all right. Now we have the hangers to hang 
our costumes on. 

Jeanette Gundon 


Last week the teacher told us to get bows and arrows for the play. 
When recess came we took our bows and arrows outside and played 
with them. At first we had a battle. That was very good practice. 
After that we made a target on the back of the old portable and shot 
at it. Then we tried to shoot an arrow at a broken window. Next we 
shot at the trees. All this gave us good practice. 

Howard Green 


One afternoon Miss Guyton told us to bring old pillow cases or 
sheets to school to make costumes for a Robin Hood play. Miss Rohrer 
showed us how to cut sleeves and a neck in the pillow case and then 
we went to work. One girl brought a little sewing machine to school. 
She hemmed the bottom of mine and one sleeve. Then I sewed the rest 
by hand. When I finished it and tried it on, it was short, but Miss 
Guyton told me to leave it that way. 

Mary H. Rohrer. 

Jessie Sherer 

Concerning Athletics 

^Ci>^NE OF THE outstanding characteristics of student life in our school, 
and one that first impresses visitors and new students is the friendly 
spirit and manifest good-fellowship that one finds here. If that is true 
of student life in general, it is doubly true of the manner in which 
athletics, especially those of the men students, are carried on. 

In spite of the fact that in most colleges, not to mention the larger 
secondary schools, athletics have long since taken decidedly the com- 
mercial trend, and have become, in many cases, the tail that wags the 
dog, at the Normal School our athletic program is still a healthful, 
happy, valuable appendage to the professional curriculum. At Towson, 
participation in sports is, as I beHeve it should be, a form of recreation, 
rather than the all important business it has become in some of our 
institutions of learning. 

Some persons reading this may conclude that this condition merely 
indicates that we fail to take our sports seriously. Let me hasten to 
explain that I have not intended to convey that impression and would 
be quite wrong should I leave such idea. Team work in this school is 
considered important; the remarkable progress that we have made in 
the past two years is sufficient evidence of the truth of this statement. 
Any school that can in two years raise the level of its basketball schedule 
from one that includes only high schools to one that includes only col- 
leges, and among them some of the best in the East, must have some- 
thing more than the play attitude toward its athletics. 

And, at this point, while we are speaking of games with other 
colleges, let us consider for a moment why the percentage of games 
won by our teams may seem so low. We are a two-year school. Our 
enrollment of men has never been higher than eighty, and usually not 
that high. Add to this the fact that half or more of the Varsity men 
are usually student teaching during the basketball season, consequently 
missing all of the practice periods, and you have a fairly good idea of 
the situation that we face. Yet we play four-year schools whose squads 
number twice as many men as ours, who practice daily, follow regular 
training routines, maintain training tables, and do all the other things 
that the nature of our institution prevents our doing; and, instead of 



going down to overwhelming defeat, usually we lead for the first half 
and then, because we have an insufficient supply of seasoned reserves, 
come off with a score that gives the other team the game. 

However, this article is not intended to be an excuse. It is an ex' 
planation. For, in spite of all these things that I have mentioned above, 
the attitude I previously described continues to exist. If anywhere, 
there is a harder fighting team than those that represent Normal School 
on the court, on the pitch, and on the diamond, I have yet to hear of 
it. And, with all the fight and spirit that goes into the playing of our 
men, their playing is noticeably free from much of that shady sort of 
thing that might, and often does, win games. I do not mean to say 
that ours is a crowd of lilywhite angels; such a team, I am convinced, 
does not exist; but I do say, and unhesitatingly, that the Towson Normal 
School teams might well serve as models to many teams that I have seen. 

It is my deep conviction that if more teams in the State, both of 
secondary schools and colleges, adopted the Towson Normal attitude 
toward athletics, the condition of amateur athletics in Maryland would 
be considerably improved. 

John H. Fischer 

In TKe Air 

ASEBALL IS IN THE AIR. Once more the stillness of Normal's 

campus is broken by the crack of a baseball meeting the bat. Although 
off to a slow start, due mainly to the illness of Coach Minnegan, the 
nine is gradually moulding itself into tip-top shape in preparation for 
the coming baseball frays. Coach Minnegan spent his first week with 
the baseball candidates in organizing and developing the infield and the 
outfield. Future work will consist of increased batting practice to fur' 
ther develop batting skill and the welding of a combination around the 
keystone sack. The pitching department will also require a great deal of 
attention. Indications at present show that the lineup will be composed 
of the following: 

Joe Bowers — First Base. 

Peregoy — Second Base. 

Nicodemus — Third Base. 

Evans — Shortstop. 

Fitzell or Wolfe— Left field. 

Startt — Center field. 

Burgee — ^Right field. 

Ploovsky — Catcher. 

Aaronson, Wolston, Denaburg — ^Pitchers. 



_ 'n north campus. April 8, State Normars baseball aggregation 
defeated the Eiizabethtown (Pa.) College, 4 to 0. The game developed 
into a pitcher's duel between Ebling of the visitors and Aaronson of 
the locals, with the latter having a decided edge. The Pennsylvania 
Nine threatened on several occasions but the Normal defense tightened 
at the opportune moments and averted trouble. The game was also 
featured by spectacular catches by Nicodemus and Fitzell. 
The score: 


A.B. R. H. O. A. A.B. R. H. O. A. 

Peregoy, 2b 3 1 1 Frey, ss 3 2 1 1 

Fitzell, If 3 2 Bobulo, 2b 3 1 1 2 

Bowers, lb 2 1 6 Herr, cf 2 1 1 

Nicodemus, 3b , 3 1 1 1 IE. Wiger, If ... 2 

Burgee, rf 3 1 1 Chimor, lb 3 6 

Evans, ss 3 1 1 2 Ebling, p 3 2 

Startt, cf 3 1 1 1 Marker, 3b 3 1 

Plovsky, c 3 7 1 C. Wiger, rf . . . 3 

Aaronson, p . . . 1 1 1 Balher, c 2 9 

Totals 24 4 5 21 4 Totals 24 3 18 7 

Elizabethtown 0—0 

Normal 4 0—4 

Errors — Evan, Aaronson, Bobula, E. Wagner, Ebling. 

Stolen Bases — Nicodemus (2), Startt, Aaronson. 

Two-base hits — Bowers, Evans, Frey, Bobula. 

Sacrifice hits — Aaronson, Herr. 

Left on bases — Normal 6, Elizabethtown 6. 

Base on balls — Aaronson 1, Ebling 2. 

Stri\e outs — Aaronson 7, Ebling 9. 

Conversation between two Normal School girls at a baseball game: 
First: "Oh, isn't that lovely, we have a man on every base." 
Second: "Oh, that's no thing, so have they." 

A teacher asked her class the difference between "results" and 
"consequences." One little girl replied, "Results are what you expect 
and consequences are what y ou get." 


The motorist who had just been in an accident painfully crept from 
beneath the heap, tottered to the roadside and sat down. 

Presently another motorist came along and stopped. "Hello, there," 
he called, "have an accident?" 

"No, thanks," said the injured one, "I've just had one." 

^t>T€tl\e Judge 


A country school'teacher sent word one morning that as she was 
suffering from an attack of illness there would be no school that day. 

Late in the afternoon she received a large bouquet of wild flowers 
from her pupils with a note attached which read: "Teacher, please stay 
sick tomorrow too, and we'll send you another bunch." 


A teacher was instructing a class in English. She told little Jimmy 
to put the following sentence on the board: "Richard can ride the mule 
if he wants to." 

"Now," continued the teacher, when Jimmy had finished writing, 
"can you find a better form for this sentence?" 

"Yes, ma'am, I think I can," was the prompt reply. "Richard can 
ride the mule if the mule wants him to." 

"Why don't you go on writing my speech?" said the orator. 
"I am spellbound," replied his typist. 
"Ahem! Has my eloquence such an efi"ect?" 
"Yes, sir. There are a few words I can't spell." 


"Jimmy," said his mother, "what became of that pie I made for 
you yesterday? EHd you eat it?" 

"No, mamma," answered Jimmy, "I gave it to my teacher at school 

"That was very nice and generous of you, Jimmy," commented his 
mother, "and did your teacher eat it?" 

"She wasn't at school today," answered Jimmy. 

A physician claims to have restored two patients to sanity by pull' 
ing out their teeth. When they see the bill they may go crazy again. 

The editor wishes to express regret that due to an error in publica' 
tion in the March issue one of the articles in the joke section was in' 
complete. That article follows: 

Another Reason for Studying Children Carefully 
We hear much about rationali2;ing in arithmetic; a student decided 
to try it and put a good lesson over etc. etc. etc. (See page 39, April). 



and two quarters. Then calling on one of the brightest pupils, she asked 
him which he would prefer; the half or the quarter, and he replied: 

"ril take the quarter, please." 

Much surprised, she asked why. 

"Becaxose I don't like apples." 


Foreigner: "I want to buy some strong rope; my cow he changes 
his hide every night." 

Dealer: "How's that?" 

Foreigner: "One night he hide in the creek, other night he hide 
in the thicket. Want to tie him up." 

Patrick Murphy, while passing down Tremont Street, was hit on 
the head by a brick which fell from a building in process of construction. 

One of the first things he did after being taken home and put to 
bed was to send for a lawyer. 

A few days later he received word to call, as his lawyer had settled 
the case. 

He called and received five crisp, new, one hundred dollar bills. 

"How much did you get?" he asked. 

"Two thousand, and you give me $500? Say, who got hit by that 
brick, you or me?" 


A traveler arrived at a small borderland village late at night. He 
went from house to house endeavoring to find a night's lodging, but 
foimd each in darkness, and no one could be persuaded to give him 

At length he knocked at a small house in despair and, when a head 
finally appeared at the window above, asked for lodging, but it was 

"Aren't there any Christians in this place?" he asked, desperately. 

"No, sir," was the reply, "we're all Johnsons and Jardines." 

— Christian Register 


A noted financier was taken seriously ill at ninety and felt that his 
end was drawing near. 

"Nonsense," said the doctor, "the Lord isn't going to take you until 
you've passed the hundred mark." 

"No, my friend," said the aged banker, "that wouldn't be good 
finance. Why should the Lord wait until I reach par when he can 
pick me up at ninety?" 



A very plain man in New York has a very pretty little daughter. 
One day she was sitting on his knee right before a looking'glass. She 
contemplated the reflection of their two faces and then asked: 

"Papa, did God make me?" 

"Yes, dear," he replied. 

"And did he make you?" 


Looking in the mirror, she drew a long breath and rejoined: 

"He must be turning out better work lately, isn't he?" 

— Boston Globe 


It was little Herman's first day at school. At noon he rushed into 
the house, quickly picked up the comic sheet of the Sunday paper, and 
scanned it with eager anticipation. A moment later, he threw it down, 
and in a tone of disgust cried: 

"Aw! That's a rotten school." 

"Why, Herman," exclaimed his mother, "why do you say that 
about the school?" 

"Well, I've been there since 9 o'clock this morning and haven't 
learned how to read yet." 

It was the first lesson a junior was teaching at the center. "Now, 
John, will you spell tightly?" she politely asked. John: "T'i'g'h-l'y." 
Teacher: "John, you omitted a letter." 
John: "No, ma'am. I left it out." 

Teacher after having read a story about the camel. "Now, children, 

the reason the camel has a hump on his back is because he does very 

little work." 

Pupil: "Gee! Teacher! My father ought to have about three or 

four humps on his back, because he hasn't done any work in the last 

three years." 

A green brakeman on the Colorado Mudline was making his first 
trip to Ute Pass. They were going up a very steep grade, and with 
unusual difficulty the engineer succeeded in reaching the top. At the 
station, looking out of his cab, the engineer saw the new brakeman and 
said with a sigh of relief, "I tell you what, my lad, we had a job to get 
up there, didn't we?" 

"We certainly did," said the new man, "and if I hadn't put on the 
brakes, we'd have slipped back." 

— y^ormal Instructor and Primary Plans 

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Cover Design Paul Taffe 

To Miss Crabtree M. Fisher 3 

A Foreword Miss Crahtree 3 

Junior Contributions 4 

Poetry 7 

The Mysterious Clock jean McLaughlin 12 

Music Is Everywhere E. LasseU Rittcyihouse 13 

The Teacher Is An Artist 15 

Editorials 16 

What Price Satisfaction? Jane Martin 18 

School Notes 20 

Athletics 25 

Jokes 28 

Advertisements 32 

% f ofer pgfit 

Vol. Ill June. 1930 No. 9 

To Miss Crabtree 

E COULD COVER pages of this small journal trying to express our 
feelings to Miss Crabtree for her splendid cooperation and work but 
why do that? Some folks wouldn't read it because they "know it's so." 
We elected her because we wanted her — we wanted her because 
we realized she is one able to advise and direct us. It is needless to say 
how we all love her and appreciate the many kindnesses she has done 
for us. 

M. Fisher, Jr. 8 

qA. Foreword 

JL O truly know people we must hear them speak or read what they 
have written. Ben Johnson said: "Language most shows a man: speak, 
that I may see thee." Thus, through the sincere expression of ideas of 
the Juniors in this issue of the Tower Light, we shall catch the spirit 
of the Junior class as we might not be able to do in any other way. 
We shall know what realizations of beauty, what flashes of fun, and 
what moments of exaltation they find in our school life. We shall see 
how they treasure the ideals of the class which has preceded them and 
what contributions of worth they themselves are making. In all, we 
shall know this year's Junior Class. 

Eunice K. Crabtree 


Junior Two 

A lot of things can happen in 

A day. a month, a year — 

And some will bring a cheery smile 

'While others bring a tear. 

But now the song I'm singing will 

Be merely telling you 

Some Towson l^ormal history 

In section Junior Two. 

We had our woes aplenty in 

Participation time 

And made mista\es so many that 

Would not loo\ well in rhyme 

The Herculean tas\ we tried — 

To give a puppet show — 

It caused us many sleepless nights 

Or nightmares — dreadful — 0/ 

Before our segregation 

Intermediate or K. P. 

We held our farewell party 

In old two-twentythree. 

So now we're making units 

(O Morpheus! grant us sleep!) 

There is no more to tell you 

Vacation near us creeps. 

Mary C. Weber, Jr. : 

Junior 6 

.Jf. HE OLD SAYING that "even the best of friends must part" was proved 
true at the beginning of the third term this year. Three Junior sections 
had completed their course in Junior Participation and had decided the 
type of work they wished to take up. It was because of this that Jun- 
ior 6 became a mottled and almost entirely different group. 

Junior 6 is now composed of members of Sections 5, 6 and 7 who 
wish to specialize in Rural work. 

Originally this section was made up entirely of girls, but with the 
third term there were ushered into our midst nine of Normal's eighty- 
one men students. This was rather fortunate for the girls because in 
case a lesson is extremely difficult there is always some worthy male 
who can supply an instructor with a period of argument. 

We, as a section, are beginning to become acquainted now and 
are looking forward to next year's work together. 


Junior 8 

Big, Big Events of Junior Straight Eight. 

Listed in Chronological (learned at Normal) order. 

1 First section meeting 

2 Big supper hike 

3 Assembly 

4 Participation 

5 Prom 

6 Picnic Hike 

7 June-ior Tower Light 

8 Home Sweet Home. 


Junior Three Spree 

UNIOR 3 MIGHT well be characterized by those four well known let- 
ters, M. S. N. S. 

M is for men. We have plenty of them. Jr. 3 has twenty-four 
men and eight girls. We have yet to know why it is men and girls but 
they have been thus named and the girls have become used to suffering 
the indignity of being called girls and not women. 

S is for satirical. For three months Junior 3 published a weekly 
paper, the Junior Three Spree. The Junior Three Spree and satire is 
one sentence. The best contributions were judged by the amount of bit- 
ing satire. Junior 3 has one redeeming feature in this respect. They are 

N is for ''newsy". We might say that N stands for noisy because 
"men's voices are naturally loud" but we would rather not discuss Junior 
3 in that light and so we say that N is for "Newsy". To get back to 
the Junior Three Spree, many of the students looked forward to Tues- 
day morning when the new edition of the Spree was posted. The Spree 
covered all of the worthwhile gossip in no mean style. It is said that 
girls have an ear for gossip, but if you want the latest scandal, the real 
inside dope, or just a spicy bit of news, comer one of the Junior 3 

Final S is for Social, that is to say, "socially educated". Jr. 3 has 
been outstanding in its social events this year. The class gave two Tea 
Dances of no little fame and a most interesting bridge party. 

Junior 3 is looking forward to holding together for one more term 
because we have had a good time and we do feel that there will be a 
little regret when we are separated. 

E. L. R. 


Junior 8 

Speaking of: 

Apple Butter we have a Libby (Butke) 


' " Bee (Lingg) 

Chills " ' 

' " freeze (Fries) 


' " Lizzie 


' " colon (2 Dots) 



Baking Powder 


Biblical Characters 

' " an Esther 


' '' A Hall 


' " Mae 

Department Stores 

' " Hoshall 

Valets " ' 

' " Butler 

Fields " ' 

' " Logan 


' ^' Webb 


' " Gaver 

Pains " 

' " an Ake (hurst) 


' " a Hiteshew 


^ '' Wise 


' " Fisher 


' '^ Kerr 





Letters of the alphabet " 

' " M. L. E. (Emih 

Junior 10 

Ufff/YiY.^ Junior 10 was ushered into one room last September every 
body looked at everybody else and grinned. We've been grinning at 
each other ever since, sometimes in enjoyment at one's discomfort or 
sometimes in sympathy with some particularly terrible assignment. You 
see, we can do this safely enough, for our class is strictly female. (Of 
course we like the men well enough.) 

Our class as a whole has done nothing very startling but several of 
the individuals have made us proud to be in Junior 10. 

Junior Four's Music Box 

When J<lormalites step off the car, 
Music sounds from near and far. 
They smile, sha\e their heads and say, 
''Sounds li\e Junior four at play." 
For drifting from the windows near. 
Sounds of struggle we all soon hear. 
"Do, me ,so, do, me, re, do," 
Or other versions that we \now! 

Come with us to the music room. 
Help us bravely meet our doom. 
Listen to our conversation. 
Funniest words in all creation, 
"^Where's the page? give me the hoo\. 
Play that note, and let me loo\!" 
"Do, me, so, do, me, re, do," 
Or other versions that we \nowl 

Such hemming, hawing, up and down, 
Li\e the pipes of Hamelin town. 
Silence — then again we try 
Sweet strains mounting to the s\y 
Li\e Orpheus with his lute of old. 
Sounding far and sounding hold. 
"Do, me, so, do, me, re, do," 
Or other versions that we \now! 

Soon whispers spread abroad the room. 
Visions of tests before us loom. 
Once again to wor\ we go, 
"Play fa, sing re, please give me do!" 
Down we slump into our seats. 
Dreading what we soon must greet. 
"Do, me, so, do, me, re, do," 
Or other versions that we Xnowl 

Again we sing in such great style. 

Miss "Weyforth enters with a smile. 

Once again a hasty loo\, 

At the music in the boo\. 

Then, "there'll be no test to-day!" 

We smile again, and sing away, 

"Do, me, so, do, me, re, do," 

Or other versions that we \now! 

Mary P. Blumberg 
Sylvia W. Ludwig 

Junior 4 



By the light of the moon it's a ghostly land, 

There are sli^ows and horrors on every hand. 

And yet it's so bright 

With a silvery light 

That I cant understand 

Why even a hand of horsemen 

Who stand on a hilloc\ near by, 

l\iearly scare me to death 

Just ta}{e all my breath 

When I meet them — 

Their shadows — alone. 

Yes I \now it's not right 

I \now it's just night 

That affects me that way. 

If the moon were to shine in the bright of the day 

l^ot even an army — 

Their shadows — alone 

Would scare me away. 

And it's puzzled me so. 

Why it is, I don't \now. 

But lovers prefer — moonlight. 

As it were — 
Do you thin\ it could be 
I have it — I see! 
How stupid of me! 
When I \new all the time 
Love was blind! 

Jean McLaughlin, Jr. 10 



Soft, shimmering brightness. 

A cloa\ of silver loveliness. 

Enshrouding the whole world 

And you. 

Touching your chee\ and falling softly 

Against your blac\ hair. 

Wrapping itself about you 

And creeping in and about the whole world 

Seemingly endless — 

This magic and mysterious moonlight. 

E. Lassjll Rittenhouse, Jr. 

Moon Secrets 

Old Mister Moon is loo\ing down 

And teasing me to-night. 
It seems as if he's watching me. 

With clever, taunting light. 

Each night he loo\s down on me. 
And wears a cunning smile. 

It seems as if he sees me. 

And is laughing all the while. 

I don't \now why he pic\s on me. 

When he's in humor gay. 
To win\ at me and puzzle me. 
He thin\s amusing play. 

I've come to one conclusion, 

I'm sure I can't he wrong. 
Old Mister Moon \nows something 

To help his jo\e along. 

I guess he \nows some secret, 

I'd rather not disclose. 
Some little hit of nonsense. 

That just one other \nows. 

So Mister Moon is loo\ing down. 

And teasing me to-night. 
He's win\ing at me shyly. 
With a clever, taunting light. 

R. L. Smith 


The Dream Ship 

We sail down to Dreamland. 

Below the bridge of yawn. 
We sail away at eventide 

And linger there 'till dawn. 

The sandman is the captain. 
Who sets asail our boat. 

And mother is the s\ipper, 
"Who sets the raft afloat. 

The old Dutch Cloc\'s the lighthouse, ^ 

Its chimes ring loud and clear, ■< 

To guide us to the harbor, ^ 

'When "Get up" time is near. » 

The fairies watching o'er us, * 

Send dreams to greet our sleep — 

Our Father in the Heavens, , 

His faithful watch doth \eep — 

Rachael L. Smith ) 


A flash of color greets the eye 
It is the sunset in the s\y. 
Red and green and purple-gold 
Slowly the gorgeous hues unfold. 

Tints so delicate and rare 
Clouds — innocent as a maiden s prayer 
Glorious wealth of wondrous s\y 
Rosy light of day's goodbye. 

Precious gleam of dar\er shades 
Colors the grasses in the glades 
The sun obeys his Lord's request 
And slowly sin\s into the "West. 

The dying shafts of sunlight fade. 
On the horizon it is said, 
Dus\ appears, and velvet night 
Banishes the God of Light! 

Sylvia Ludwig, Jr. 4 



Oh! Let me he free 

On a day li\e this, 

"With the sun o'erhead 

Bestowing a \iss 

Upon each adventurer. 

As he passes 

Lightly on the waving grasses. 

Breezes are swaying 

Each leafy tree. 

Up on the mountain, 

Down in the lea. 

For spring is come 

Oh! Let me be free 

To see all the glory 

Of l^ature bestowing 

Upon her flower 

And dew'laden bower. 

In city and town. 

And all the world round. 

Oh! Let me be free 

On a day li\e this. 

Fannie Senker, Sr, 

Look Up! 

When you want to fret and frown 

Loo\ up; don't loo\ down — 
For, loo\ing up, you will see 
Green leaflets dancing on a tree; 
{Dancing leaves are always full of glee) 
A s\y that in royal blue is dressed; 
(To cheer you — happy blue is best) 
A bright-eyed little bird that sings. 
And tells you: "Of the world I am King!" 

Loo\ up; dont loo\ down 

Summon that smile — chase that frown. 

For surely the world would rather see 

A happy, sunny ^mile from you and me! 

Catherine Billbrough, Jr. 5 

The Mysterious Clock 

JC. he Darrell family, consisting of parents and two daughters, lived 
in a little town in West Virginia and were the proud possessors of a 
grandfather clock. It was an heirloom and for generations had sent 
the men to work, the children to school, and told the girls when to get 
ready for their beaux. 

Strange to say, old faithful failed after the first few years to tell 
Grace, the older daughter that Ray, her lover, was coming. It likewise 
failed to remind Ray when it was time to leave. 

''It is mysterious," said Mr. Darrell to Grace one morning, "just 
last night before Ray came I wound the clock and it had been keeping 
splendid time, but it simply refuses to run today." 

Grace said nothing but turned abruptly to the window where only 
the flowers on a trellis outside could see the look of amusement and 
happiness on her face. 

When the rest of the family heard the news a conclave was held. 
Gravely gathering around the clock, they suggested various reasons why 
that remarkable timepiece was not performing its duty. 

Ruth, the younger daughter whispered that it surely was an ill- 
omen and that she was afraid. "A neighbor's clock had stopped," she 
said, "and the very next night his most valuable horse broke its leg and 
had to be killed." 

Suspicion thus established laid its hand on the family, sans Grace, 
and no one after a first few pokes and shakes tried to fix the clock. 
Only Grace, stifling smiles with yawns, said nothing. The clock still 
looked well in the parlor and it always had wakened her when its 
chimes proclaimed the hours between sunset and sunrise. 

So when a year later the family piled all its belongings in the 
spring wagon and started for their new domicile, "Grandfather" was 
wrapped in flannel, and taken too. No one thought of the clock except 
as an ornament anymore because they had become accustomed to its 
silent vigilance of the house. 

Imagine the consternation and surprise, when on a bumpy clay 
road the heirloom chimed forth in a slow choking sort of way, the hour 
of nine! 

The horse was stopped and the grandfather clock was unwrapped 
from its downy bed, was set up in the middle of the road, where eis if 
regretfully, it resumed its slow ticking. 

Ruth, ever superstitious cried out, "The spell is broken, there was 
something mysterious in our old house but it's gone now!" and she 
danced in the road. Grace, on the other hand, decided that since every- 
one was happy to have the timepiece working again, she would disclose 
something to the family, in fact — she would kill two birds with one 

Ray arriving that night at the new house was met by a fluttering, 
excited Grace. 



"Oh, Ray!" she whispered, "the clock is going," and more bashful- 
ly, "let's tell them all about-it'tonight." 

"Certainly, dear," Ray said and hand in hand the two went into 
the dining room where the rest of the family were assembled. 

"We've come to confess concerning the clock," Ray began. "If you 
remember I was present, to tell the truth, at the exact time the clock 
stopped. In fact — well — I needed more time that evening to — to (this 
with a covert glance at Grace) to — to propose — now it's out! and so — 
if youll look in the bottom of the clock case perhaps you'll find what I 
used to gain more time." 

While Mr. Darrell looked in the bottom of the clock, Grace and 
Ray hurried to the front porch where the moon could be seen to great 
advantage and the rest of the family had as a result of their search— a 
match stem! 

J. McL. 

Music Is Everywhere 

j£_jfo, Ti. LA, SO — very sour, a groan, an exclamation of despair on 
the part of the teacher, and another member of the "music class" wilts 
into his seat. Music! It happens everytime and instead of improving, 
the voices are worse. 

A week later the same owners of the seemingly hopeless voices are 
gathered in a bus, a ukelele in their midst, on their way to a game. Har' 
mony — and you wouldn't call it "sour". Behind it all is a spirit — school 
spirit, fight, sportsmanship, call it what you will, but there is their music. 

The girls, who quake with fear when they are called on in music 
class, sit in the corridor and sing Alma Mater as it is never sung in the 
Auditorium, but it is music. 

And so — in free moments, moments that permit free expression of 
feeling, the students who cannot utter a clear note in class, sing. 

The dormitory inhabitants have swarmed from the dining room, 
leaving behind them only tables of dishes to be cleared. Lingering be' 
hind, one hears to the rhythm of clashing dishes, the mellow notes of the 
waiters. Popular songs are molded into a symphony of beauty embody 
ing good will, and fellowship. Perhaps it is a bit humorous to the on' 
looker but it is enjoyed and xhat is music. 

There is no minute of a very busy day in the dormitory that there 
isn't some song, whistled, hummed, or sung. One unconsciously falls 
in and joins in the song. The long corridors constantly echo some 
tune. Even the maid hums to the timely swish of her broom. 

Six o'clock in the morning there are no "do ti la's" but beyond all 
beautiful things, there stands out the "Winged Symphony", a chorus of 
a thousand birds, each singing its own melody, but most certainly, it is 


Late evening comes. In that precious twilight hour between 6:00 
and 7:00 P. M. one strolls over the Campus. Passing the Power house, 
the uncertain tuning of a ukelele is heard. There seems to be a bit of 
trouble. The D string won't ''go". A waiter walks in and says, "Play, 
Jo, play". Rather pleasing chords are strummed and there is the rhyth- 
mic shuffle of the dancing waiter. Peeking in, there sits the tallest, 
gauntest, and cheeriest, if a bit dirty, engineer playing his "Banjo uke!" 
Yes — music is everywhere. 

E. Lassell Rittenhouse, Jr. 3 

Spring, — AnotKer View of It 

j£. Hate spring! 

I like the flowers and sunshine and warm weather and the awaken- 
ing of life but I hate spring. 

The iirst day of spring! March 21st. This is because the point 
of vertical ray is at the equator at that time and as a result we have 
spring. Every year on March 21st, spring comes and we are perfectly 
sure of its coming, regardless of the weather. We know that it v^on't 
fail and so we have nothing to look forward to. Anticipation is greater 
than the event and we are deprived of that. The very coming of spring 
is such a certain thing and I hate certain things. 

Spring is here! The call of the wild. Every romantic soul 
breaks forth with poetry. What meter, what thought, what rhythm! 
The hardest shelled poet could weep over the pure murder of this beau- 
tiful gift. Everyone is enjoying the reawakening. Why do we have to 
read bad poetry to tell us about it? And this bad poetry is all on ac- 
count of spring. 

Spring songs! How I hate them. Songs about spring are much 
like a hysterical woman, raving on and on, grating on one's nerves, and 
tearing down one's patience. Hysterics are disgusting. So are Spring 

The weather is the last straw. In the morning one walks out, en- 
joys the sunshine, dons the new spring bonnet (and I hate spring bon- 
nets) and comes back a miserable water soaked wreck, completely dis- 
hevelled and ordering quarts of hot lemonade to avoid a lingering spring 

All these things I hate and the Spring is the underlying cause. 
Spring is beautiful, the reawakening of life is interesting, the song of the 
returned birds is enchanting. Perhaps it isn't spring that I hate but the 
accursed spring fiends. 

E. Lassell Rittenhouse 


The TeacKer Is An Artist 


.JL N ARTIST Stands beside his masterpiece. His face lights up — his 
soul is in his eyes, he has won! Fame! He is in love with his work. 
He has woven his life into that masterpiece and the results are soul sat' 

What am I discussing? 

An artist? Surely, an artist standing before the picture that has 
his life painted on it — a picture into which, with each stroke of the 
brush he has painted himself — his ideals, his thoughts, his love, his life! 
I must be discussing a painter. 

If not that — maybe a sculptor is my theme. Maybe I am thinking 
of the man who stands before a piece of work that is a marvel — :a face 
on which the most poignant grief is expressed — a carving that tells a 
story so beautiful it is almost beyond human comprehension. 

Perhaps I am telling of a writer whose gifted fingers write words 
that bring millions to worship him — words that change the fibres of our 
lives; that make us repent wrongs; that make us give more, work more, 
love more, live more! It may be that that is my theme. 

Do you think I am speaking of an actor — an artist who has stirred 
the emotions of thousands — who has played on emotions as a harpist 
plucks the strings of a harp? The actor evokes sorrow, joy, anger, grief 
and many other expressions. 

It may be that my story concerns a great musician who has played 
his masterpiece to an audience that watches spellbound and who are en' 
thralled. Ah! The power of music! 

Does my story tell of the stirring message of a great orator? He 
is an artist because he, too, can move thousands. He can cause wars — 
he can inspire noble deeds. The orator can change grave decisions and 
cause a nation to rise up. 

No, my readers, my story concerns none of these. Instead it tells 
of that artist of artists — the teacher! Why is she a great artist? Con' 
sider her materials. The little children come to her crying 'Teach me 
that I may know the world and take my place in it!" What does the 
teacher do? The child is the marble from which she must carve a mas' 
terpiece — the child is the clay from which she must mold a masterpiece. 
She puts her heart and soul in the work and when it is finished — she 
has a "masterpiece". 

Perhaps that masterpiece is one of the artists — a painter, sculptor, 
musician or orator. Perhaps that "masterpiece" is a great leader. Per' 
haps the fate of the nation or the individual rests on that "masterpiece". 
The sculptor, musician or orator may be artists but the teacher is the 
great artist that made them. 



Published monthly by the students of the Maryland State 
J^ormal School at Towson 


Evelyn Schaeffer 

Fannie Dryden 

Sylvia Rosenberg 

Mary Hanley 


Jerome Denaberg 

Lillian Scott 

Typing Staff 

Anna Rischka 

Business Manager 
Samuel Agree 

Edward Goldstein 

Katherine Church 

Circulation Managers 


Advertising Staff 

Esther Benesch Thomas Henry Helen Patz 

Frieda Ruthka Nettie Eisenberg 

$L50 Per Tear 20 Cents Per Copy 

Alice Munn, Managing Editor 

The End, And The Be^innin^ 

j£. HE TIME has come! Two years ago, June 1930 seemed about as far 
away as anything could possibly seem; but, as if on wings, the time has 
seemed to fly, and we are the Graduating Class. Announcements are 
out, dresses have been bought, the Prom is but a pleasant memory, and 
Commencement Day is nearly here. We are almost teachers! 

To the Class of 1931 we leave the work that we have carried on 
for a brief while. We shall give no more advice; no more admonitions. 
Let it suffice that we wish you success in whatever you undertake next 
year, and as glorious a time as we have had. 

For us who must scatter to the four corners of the State there is an 
unpleasant aspect to Commencement, for it means that we have been 
together as one group for the last time. But that is the way of the 
world and we can but make the best of it. 



As our own Mr. Phipps who left us last year, so charmingly put it, 
let us say, 

f would he done with goodbyes, 
I would he done with farewells, 
1 would leave my friends 
With a firm, warm handclasp. 
Eyes shining vjith eagerness 
For the coming adventure. 
And smiling over my shoulder. 
Leave my path of departure 
Strewn with garlands of laughter. 

John H. Fischer 


Appreciation of One's Profession 

j£_jl ITTLE DID I appreciate or realize the value of my playground train- 
ing or my experience as an athletic leader for the P. A. L. until I came 
to Normal. 

Now you may ask how that is and what I did that I should appre- 
ciate it so greatly. During the summers of '28 and '29 I worked in 
playground with younger children. During these two summers I came 
in contact with many children of various ages, refinements, and tem- 
peraments. I gradually learned, after a great struggle, to take care of 
this population. But what has this to do with appreciating one's pro- 
fession? — wait, and you shall see! 

During the fall, spring, and winter of '29 I coached fourth, fifth, 
and sixth graders in Field Ball, Basketball, and Sprint Ball respectively. 
As I worked in different sections of the city, I came in contact with 
many classes of children — the refined and wealthy, the refined of the 
so-called "working class", and the poorer class. I thought little of the 
differences in these children or why they were different until I studied 
Psychology at Normal. 

A much more alluring field, and one far better for observing hu- 
man nature, is the State Meets. If you don't know what they are, ask 
any county student, to tell you about them. Here you not only come 
in contact with the child himself, but also with his parents, relatives, 
friends, and what-nots. Indeed, some of the meets seemed to call forth 
a family reunion. Each person encourages his team, and each uses his 
own individual technique. What varied technique! 

Since I have been at Normal and studied Psychology, I often won- 
der why these people acted as they did. I often think of the problems 
I met and the solutions I used. How shall I meet the same problems 
again? Shall I use the same solution? I think not. Surely I shall apply 
my theories of individual differences and try to meet problems in a 
more scientific way. 

Margaret E. Adams, Jr. 2 

What Price Satisfaction? 

j21 he essayist, that is, the student essayist, unlike the poet, who must 
let inspiration be his moving spirit, can write a theme upon a given 
topic without having felt any emotion other than a desire to finish as 
soon as possible. Perhaps a title that suggests a screamingly funny 
essay will be developed along serious lines, reflecting the mood of the 
writer at that moment. 


I have frequently seen my classmates take a clean sheet of paper, 
place their names neatly in the upper left'hand corner, and commence 
to write without a thought as to the possibilities of the subject. After 
writing a page or two, they begin to count the number of words. If 
they are good in calculation they can make a fairly accurate guess as to 
the number of words which must yet be written to bring the grand 
total to the required three hundred or so. Disgust fills their faces and 
they "tack" on a concluding sentence or two to make enough. Then 
as they dot the final "i" and cross the last "t", smiles once more ilium' 
ine their countenances, and with a relieved, "Finished", they add the 
date and their section number to the top of the page and cap their pens 
with a sense of duty well done. 

There are, of course, some conscientious people who really do 
think seriously about their work. For example, one girl whom I know 
usually makes at least one false start, scratches out several lines, and 
begins again. After covering a few pages with more stars, circles, 
squares, and obliterated phrases than actual composition, she rereads the 
article, revising as she goes. Then her "work of art" must be read 
aloud to a select audience, composed of whoever happens to be present, 
much to their annoyance. She cuts out or rewrites any disconnected 
phrases and is then ready to recopy her theme. Then she, too, closes 
her pen with a snap, wondering at the time what sort of "decorations" 
will fill the margins when her brain child is returned to her. 

Jane Martin, Jr. 5. 

To TKe AtKlete 

Brown, glowing, and spar\ling. 
Surrounded by an atmosphere 
Of constant revelry. 
And yet so substantial. 
Straight and strong and graceful. 
So quic\ in movement and yet decisive, 
To he leaned upon, rather than to lean. 
Independence, one might call you, Toung America. 
E. Lassell Rittenhouse. Jr. 3 

Miss Tall Favors tKe Men 

jfcJ^ATURDAY, May the 12th was a big night in the social year of the 
men students. The men's dance was especially successful this year due 
to the large number of male students now enrolled. We almost had one 
hundred per cent attendance. 

Miss Tall, as usual was our charming hostess. As it was a very 
warm night most of the dancing was done on the highly waxed porch. 
Rhythmic music was furnished by "Lou Startt and His Gang." The 
moonlight was great. 

The high spot of the evening was a good-natured 'Taul Jones" held 
in the living room and library. As Lou Startt and — were out for a 
walk, Frank Fowble entertained the dancers at the victrola. 

This night will get an especially large space in our diaries. 

Campus Day 

jLu^ WEATHER, an ever important topic, was very favorable to us on 
Wednesday, May the seventh. This was the occasion of our May fes' 
tival, and a sunny sky and warm breezes were most welcome. 

Classes rather dragged in the morning, as they have a habit of 
doing at these times, but eventually the last bell rang. A luncheon on 
the campus followed, and then we all hastened to secure the seats nearest 
the throne, which had previously been erected for our May Queen and 
her attendants. Songs very appropriate for the occasion were sung by 
the students, accompanied by the Orchestra. 

Finally the long awaited moment arrived. Our May Queen — Miss 
Lois Helm — in flowered chiffon, carrying pink roses, presented a very 
charming picture, accompanied as she was by her Maid of Honor, Miss 
Judy Evans, in pale green organdie, and attended by the Misses Dorothy 
Evans, Mary Louise Zschicsche, Virginia Morin, Mary Dunn, Kathaleen 
•Kennedy, Elizabeth Nicely and Bertha Kappler dressed in pastel shades 
of organdie. 

The Queen ascended her throne where she was crowned by the 
Junior Class representative, Mr. Louis Startt, after he had made a brief 
address to the admiring audience. 

Faculty versus Student games were the final feature of our Campus 
Day program. We consider it a big success and one well worth remem- 

Mary E. Hanley, Sr. 4 


Glee CluL 

JC. he Glee Club besides preparing for commencement and the Bac- 
calaureate Service is performing at a banquet of the Educational Society 
at the Southern Hotel on May 21. 

A feature of the program will be the girls' quartet: 1st soprano — 
Elizabeth Nicely; 2nd soprano — Bertha Kappler; 1st alto — Gertrude 
Rosen; 2nd alto — Elizabeth Hartje; and a trio composed of Bertha Kap- 
pler, Gertrude Rosen, R. Hanberry. 

''Charity", by Rossini, will be one of the selections at the Bacca- 
laureate Service, while for commencement we shall hear "Tales from the 
Vienna Woods", Strauss — (In conclusion we might add that Miss Wey- 
forth is very much encouraged by the constantly increasing volume from 
the Glee Club.) 



JL he oiuuhestra is just as busy as the Glee Club and is preparing for 
several functions — first, it will play at the Senior Banquet, then at the 
Alumni dance, and at the commencement and the Baccalaureate Service. 

The orchestra has also been invited to play at a reception given Dr. 
Fowler T. Brooks by his students, to take place on Sunday, May 25. 

What would happen we wonder if we had no Glee Club and Or- 

Juniors On Parade! 

j£ HE TWENTY-SIXTH of April! Oh! the flurry and scurry with 
which the Juniors issued the invitations to their guests and the impa- 
tience with which they awaited the Junior Prom! 

Our class colors, green and gold, were carried out in the program 
and favors. The programs were green with gold shields on the outside. 
Each one as he entered was presented with a yellow rosebud. The stage 
was set as a garden. At the top of the steps, leading to the garden, was 
an archway resplendent with gaily colored flowers. Palms placed here 
and there throughout the garden and around the room lent an air of 
cool serenity. 

One thing that assured the success of the event was the presence 
of so many members of the faculty, who seemed to enjoy themselves as 
thoroughly as did the students. 

To the tunes of many dreamy waltzes and snappy fox-trots the 
beautifully garbed lads and lassies tripped the light fantastic till the soft 
strains of "Home, Sweet Home" announced the end of a perfect evening. 


The Maryland State Normal Scliool at Towson 
Rural HealtK Club Assembly 

^t,^N Wednesday, May 9, the Assembly was devoted to the "Rural 
Health Clubs'\ In September 1929 Health Clubs were organized in all 
of the upper grade practice centers. Wednesday's assembly explained 
many of t.^eir difficulties and summarized, to an extent, the accomplish' 
ments of each club. 

The following schools were represented: 

Bare Hills — Upper Grades 

Bare Hills — Third and Fourth Grades 

Baynesville — Upper Grades 

Lutherville — Upper Grades 

Campus — Seventh Grade 

FuUerton — Fifth Grade 

Linthicum — Fourth Grade 

Perry Hall — Third and Fourth Grades 

Putty Hill — Upper Grades 

Riderwood — Upper Grades 

Timonium — Upper Grades 

The talks of representatives centered about three large topics. The 
first of these was "Personal Hygiene and Posture". The second, "Foods 
— Weighing and Measuring". The reports gave evidence of a knowl' 
edge of the various foods and that the children had watched with inter' 
est their improvement in weight and height as shown by charts. The 
third topic was "Schoolroom Lighting, Ventilation and Cleanliness". 

Two unique contrivances were displayed. One, a fly trap made of 
screen wire and cleverly explained, the other, a door mat made by 
nailing bottle caps to a board. This proved to be an effective mud 

The observations made by one of the clubs in rating the lighting, 
temperature, ventilation and general appearance of each room in the 
school was a very decided step in thinking and certainly gave the dif' 
ferent rooms an incentive to improve. 

This assembly, emphasizing simple, everyday health rules, was 
given in the presence of the children who participated, students of the 
Normal School, training teachers, mothers and members of the faculty. 
Surely the results should be far-reaching. 

Reported by Mary Dunn, 

A student who saw the assembly. 


TKe Senior Prom 


Jl^N THE DORMITORY, there are two important and especially spectac- 
ular events of the year; namely, the Old English Dinner at Christmas, 
and the Senior Banquet in June. 

This year's Banquet and Prom was none the less noteworthy. The 
theme carried out was "Knighthood". The dining room was decorated 
with banners, stitched by the Senior girls, lances, and tapestries and 
medieval stained glass windows painted on canvas by the Seniors. One 
could easily imagine herself in the dining hall of some medieval castle. 
At the Banquet, there were two great features. First, the favors were 
small gold shields decorated with the seal of Maryland. These small 
lockets were attached to the menus. Toasts were the second feature. 
The program read: 

Class Song The Class 

We Learn to Serve John M. Fischer 

The Spirit of Knighthood, Dr. Lida Lee Tall, 

Mary L. Zschiesche 
The Leader of Our Crusade, 

Mr. E. Curt Walther, George Neumeister 
The Knights Who Train Us — ^The Faculty .... Lois Helm 
The Squires Who Learn to Serve — Class of 1930 

Virginia Morin 
After the banquet, on leaving the dining hall, one strolled into the 
garden of the castle, and there the ladies met their gallants for the even- 
ing Prom. There is a secret involved. The garden was really Newel) 
Hall Foyer transformed by lattices (seventy-five of them made by the 
Senior Class), palms, and paper flowers. 

The Seniors spent many busy hours preparing for this great event 
and as the Orchestra played the last strains of "Home, Sweet Home", 
down in each heart must have been a feeling of elation, pride and joy 
as well as regret that the big dance was over. 

V. LuDWiG, Jr. 10 

June Week 

JHit VERY STUDENT looks forward to his final week at school, the well 
known and traditional June Week. State Normal's June Week begins 
Thursday, June 5, with the State Volleyball Meet. The visiting teams 
will be entertained at the dormitories until Saturday, June 7. 

Saturday, June 7, will be Alumni Day. At three o'clock, the alum- 
ni attend a reception in Richmond Hall, followed by a reunion of 
the classes and a business meeting. At 6 : 1 5 they attend a dinner, and at 
8:30 they will be carried back to former Junes by an alumni dance. 
Such an event cannot help but revive many pleasant memories. 

24 T H E r OW E R LIG m 

Sunday, at three o'clock, the Baccalaureate sermon will be given by 
Dr. Robert A. Spears. 

On Monday, the Seniors have their final Campus Day, Campus Sup' 
per, and Campfire. 

Tuesday, the biggest day in the life of a Normalite, ends the June 
Week festivities. At eleven o'clock, on the Campus, each Senior will re- 
ceive her diploma from Governor Albert C. Ritchie. This marks the end 
of these students' lives at Normal but the beginning of their lives, follow- 
ing that career for which they have so faithfully worked. 



Commencement Activities, June Fifth to Tenth 



Thursday, June 5. 

Visiting High School teams arrive (Our guests at Newell Hall). 
Friday, June 6. 

9:00 A. M.— State Volley Ball Meet (Homewood Athletic Field). 
6:00 P.M. — Supper on Campus. 
7:00 P.M.— Campus Singing. 

8:00 P.M. — Visiting teams entertained by the Athletic Associa- 
Saturday, June 7 — Alumni Day. 

3:00 to 3:30 P. M.— Reception at Sarah E. Richmond Hall. 

3:30 to 4:30 P.M.— Class Reunions. 

4:30 to 5:45 P.M. — Business Meeting. 

6:15 to 8:30 P. M. — Dinner, Music by School Orchestra and Glee 

8:30 to 11:45 P. M.— Dancing. 
Sunday, June 8. 

4:00 P.M. — Baccalaureate Service. 

Sennon by Dr. John Guthrie Speers of Brown Memo- 
rial Church. 
Monday, June 9 — Class Day. 

6:00 P.M. — Campus Supper and Council Fire. 
Tuesday, June 10 — Commencement Day. 

10:30 A. M. — The Procession of Guests, Faculty and Students will 

11:00 A.M. — Commencement — Campus (weather permitting). 
Speaker — Governor Albert C. Ritchie. 
Standard Time 

CJC-?, the successful endeavors of the men students of the Normal 
school to enter the athletic world are gradually drawing to a close, it 
seems fitting at this time to look into the past and browse among the 
group and note individual achievements of the men. Coach Donald Min- 
negan's basketball quint has enjoyed a most successful season against 
college teams of Maryland, Washington, and Pennsylvania. The team's 
first venture into college basketball came out successfully in six of the 
twelve major games played. In spite of this record Normal did out' 
score their opponents by 51 points, scoring a total of 398 points to the 
opponents' 347. The chart below shows Captain Aaronson and Dena' 
burg as the high point scorers during the past season with Jansen serv 
ing an able role. 

Points Games Average 

Made Played per Game 

Denaburg 149 12 12 5/12 

Aaronson 99 11 9 

Jansen 55 9 6 1/9 

Davidson 45 11 4 1/11 

Himmelfarb 23 9 2 5/9 

Peregoy 19 12 17/12 

Baseball statistics to date show that Captain Peregoy is leading 
both in batting and in the nimiber of bases stolen with Bowers making 
a strong bid for the honors. Fielding honors to date go to Fit:jell, Nor- 
mal's hawk-eye left fielder. The statistics: 

Batting Averages — Based on 6 Games 

A. B. R. H. % 

1 Peregoy 20 9 450 7 

2 Bowers 16 7 438 6 

3 Starh 16 7 438 3 

4 Burgee 23 9 391 

5 Woolston 15 5 333 4 

6 Nicodemus 23 6 261 4 

7 Evans 20 5 250 1 

8 Fit2;ell 15 3 250 2 

9 Aaronson 8 2 250 1 



Fielding % 

P. O. A. 

1 Fitzell 7 1 

2 Woolston 2 5 

3 Plousky 16 2 

4 Peregny 22 6 

5 Bowers 33 1 

6 Startt 5 

7 Brose 4 1 

8 Evans 5 13 

9 Aaronson 4 6 

10 Nicodemus 20 10 














Blue Ridge College visited Normal campus on April 30 and met 
defeat in a slugging fray by a score of 14-10. Capts. Peregoy and 
Startt starred offensively for the Normalites, whereas Aaronson's timely 
relief hurling was also an outstanding feature. Benedett was the spark' 
ling light of the opposition. The lineup: 



Peregoy, c 5 4 3 1 10 Baker, s.s 6 4 2 

Startt, c.f 4 3 3 1 3 Speicker, c 4 2 2 1 5 

Bowers, l.b 4 1 2 1 9 Benedict, l.b 5 2 2 7 

Nicodemus, 3.b. ... 5 2 2 3 2 R. Barnes, 2.b 3 3 1 5 

Burgee, r.f ? 2 2 Sheets, r.f 5 1 

Fitzell, l.f 4 2 2 Lumb, 3.b 5 1 3 

Evans, s.s 4 1 1 G. Barner, c.f 3 2 1 1 

Denaburg, 2.b 3 3 2 Musselman, l.f 5 1 1 

Woolston, p 3 2 1 1 Clark, p 5 1 1 3 

Aaronson, p 1 

Totals 39 14 17 12 27 

Score by innings: 

Totals 42 10 9 9 24 

Normal 4 2 2 1 3 2 x— 14 

Blue Ridge 1 2 1 2 4 0—10 


On May 2, Normal's nine visited Elizabethtown College (Pa.) and 
went down to defeat against the strong Pennsylvania nine in a return 
game, 14-9. The Profs gained an early lead but were unable to with' 
stand the offensive attack of the home team in the fifth inning. After 
the storm, Elizabethtown had a comfortable lead and was able to coast 
to victory. The lineup: 





Frey, s.s 4 3 1 2 

Dieter, 2.b 4 3 2 

Bobula, 3.b 5 2 1 2 

Ebling, c.f 5 2 1 1 

Crouthamel, l.b. . . 5 1 3 18 

E. Wenger, l.f 5 2 

Fisher, r.f 5 1 

G. Wouger, p 4 1 2 

Baugher, c 4 1 1 1 


41 14 11 27 17 



Peregoy, c 4 4 3 8 1 

Startt, c.f 4 2 1 3 

Burgee, r.f 5 2 3 

Nicodemus, l.b. ... 5 10 

Evans, s.s 5 1 2 5 

Woolston, 2.b 3 1 1 

Brose, 3.b 4 1 2 1 

Denaburg, p 3 3 

Totals 38 9 11 24 

Score by innings: 

Normal 4 1 

Elizabethtown 1 3 

3 1 0—9 
5 2 12 X— 14 


There wasn't a "Select Six". 

Phil Aaronson never came late, 

Jerry Denaburg didn't put grease on his hair. 

Greorge Neumeister danced every time at the Men's Dance. 

Lou Cohen was Irish. 

John Fischer lost his dignity. 

Eddy Goldstein would write some good jokes. 

The Boys in Junior three were intelligent. 

Keel Silbert wrote for the Tower Light. 

Vogelhart could talk only in a whisper. 

Jake Himmelfarb never wrote compositions. 

Tnere weren't any girls at Normal School. 

The faculty baseball team beat the 'varsity. 

We didn't have to go to classes. 


An English boy who had arrived from England was talking to an 
American Boy Scout. "My grandfather," he said, "was a very great 
man. One day Queen Victoria touched his shoulder with a sword, and 
made him a lord." 

"Aw, that's nothin," the Boy Scout replied. "One day Red Wing, 
an Indian, touched my grandfather on the head with a tomahawk and 
made him an angel." 

l^etlie Judge 


Two Normal School boys decided to take a trip to Rome to in- 
crease their knowledge and gain experience. Phil Aaronson, the man 
who visited Honolulu, was the leader of this trip. Jerry Denaburg, the 
other member of the party was no good either. 

So packing their tooth brushes they were finally able to stowaway 
in the good ship ''Rock Rock". As has been said before it is just as 
easy to get seasick on any part of the boat as when travelling first class, 
and the boys were certainly well pleased when they landed in Italy. 

After wandering around for several hours, getting ankle twists, 
and stumbling now and then they finally arrived at the Coliseum. 

Phil Aaronson who acted as guide pointed majestically to the 
Coliseum and said: 

"See, Jerry, this is the ruins of the old Coliseum about which we 
studied in history. Do you remember the picture of this place on page 
279 of 'Breasted Ancient History'?" 

"What, you don't mean to tell me this is the same place that we 
studied about in the book, where the gladiators fought the lions? Well, 
well, now I feel more at home, at least I know where Fm at," Jerry 

"Look! Who's that coming up the hill?" gasped Phil. "Go ahead, 
Jerry, speak to him, you had Latin in school." 

After several unsuccessful attempts to communicate with the stran- 
ger, Jerry gave it up as useless. He had never been told how to speak 
to a stranger in his Latin courses. Before leaving, Phil decided to try 
his hand with the stranger and asked, "Do you know where the Vatican 
is located?" He was surprised to find that the stranger understood Eng- 
hsh. The guide unhesitatingly led them to their destination. 

"You know," began Phil, "there is supposed to be about eleven 
thousand rooms in this place?" 

"Are there any beds?" asked Jerry. 

"Say," yelled Phil, "what are you getting out of this trip anyway?" 

"Sore feet," said Jerry. "Let's get out of here. I can't walk through 
those rooms now, I'm all tired out." 

"All right, then, shall we go out the Appian way?" queried Phil. 

"If the Appians went by foot, no!" 



Luckily for our heroes they were finally nabbed by the Fascist! and 
deported to the good old United States for wearing white shirts. 

Phil Aaronson and Jerry Denaburg are now planning a trip to 
China to make an intensive study of educational possibilities. I wonder 
what it is that spurs these two on to these adventures? Maybe we can 
attribute it to the inquisitive instinct if there is such an instinct. 

cA. Reminiscence 

Time — Present 

Scene — Garage harboring Normal School buses 
Characters — In order of their appearance 
Young MacMahon 
Old Normal Bus 
Young MacMahon — ^Well, I just returned from my delightful 
Tuesday afternoon journey with jovial Jr. 8. If you could just have 
heard the gleeful shouts and joyful slams that were handed around 
throughout me! My poor sides nearly burst with laughter and my cush- 
ions fairly split from jumping up and down. 

Old Kiormal Bus — And you call that trip delightful! That's what's 
wrong with the world. You young ones take too much from these 
school girls — I'm glad my furniture wasn't soft. They didn't jump 
around on me. No, sir! 

Yowng Mac — Anyway — I like it. Oh what couldn't I tell those — 
training teachers! 

Old J^ormal Bus — I know enough already. 

Young Mac — ^You couldn't know as much as I do. How I wish I 
could see those training teachers! All Jr. 8 does is say how sweet this 
one is, how pretty that one is. 

(Resuming a trend of thought) Oh, it's wonderful! They just 
seem to draw out my romantic nature. 

Old 7<iormal Bus — Oh, you make me sick! You'll get over that 
soon enough. 

Toung Mac — ^Just because you're old it isn't necessary that you 
discourage me. Now for a nice quiet time to reminisce until next Tues- 
day, when they go out with me again. (Tenderly) Ah'h-h-h-h. 

Arithmetic Teacher: Johnny, if your father made forty dollars a 
week and gave your mother half of it, what would she have? 
Johnny: Heart failure. 



A member of the English Department reports finding the follow- 
ing note in her mailbox: 

"Do you know the dark-haired boy who has Anything and Every- 
thing? If you do, please ask him to return it as soon as possible.'' 

"Don't gasp, — the writer was referring to the book by Dorothy 
Aldis, which a member of Junior Six had borrowed. 


Have you paid your class dues? 

Why bring that up? 
Will you attend the banquet at two dollars? 

What are you gonna serve? 
Will you attend the prom at two dollars? 

Oh if I only had two dollars. 
Will you attend both at three dollars? 

If I go; that means Til save a dollar. 


First: Lend me five dollars, will you? 
Second: Sorry, but all I've got is $4.75. 

First: All right give me that and you'll owe me the other twenty- 
five cents. 


In a certain science class the discussion was centering around vari- 
ous forms of fungi. 

Teacher: "And now what is the white growth one sees many 
times on jellies and the like?" 

Miss B.: (one of our illustrious seniors, very earnestly) "Parafine." 



In Russia it was the custom for a lawyer, upon entering the court 
to salute the judge and repeat the judge's title. 

A client entered with his attorney; the judge rose and slapped the 
attorney twice, when he fell and very obsequiously crept from the court 
room. The client followed him indignantly. "See here," he said, "I 
hired you to explain my case to the judge and here he slaps you and you 
crawl out. What does this mean?" 

"Sh!" replied the lawyer, "the judge was right. I forgot to salute 
him and the law says if an attorney forgets to salute, the judge may hit 

"Well," said the client, "I think the judge is a rather fine fellow. 
He only slapped you twice." 

"Oh, he couldn't have hit me more. The law says, if the attorney 
falls, the judge must stop beating him," explained the lawyer. 

"Then, why didn't you fall when he hit you the first time?" asked 
the pu2;2;led client. 

"Well," replied the law abiding lawyer, "the law says the attorney 
is not to fall until he is unable to remain on his feet any longer." 

Editor: "In order to make this story a success it needs a detective 
in it." 

Author: "A detective! Why?" 

Editor: "To find the plot." — Clipping. 

She: I've discovered the cause of 100% of all divorces. 
He: What is it? 
She : Marriage. 

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31 W. Lexington St. 
PLaza 2524 







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Where Well-Dressed 

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York Road at Pa. Ave. 

TowsoN, Md. 




Since 1913 


For three score and ten yean 
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cars — a good record of an indis- 
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performed — a record that must 
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For Bus Tours and Picnics 
Call The Cray Line, PLaza 5000 

When you want Costume Jewelry, 
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Quality Store 


227 N. Howard St. 

"That smart Howard Street shop" 
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Manufacturing Jewelers 


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Drugs Rx 


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Headquarters for School Supplies 

L P. Binders, 50c. 

L P. Fillers. 3 for 25c. 

(Count the lines per page) 

Waterman's Fountain Pens and Ink 

Soda 401 York Road Candy 




HAmilton 2078 


"Your Sweetest Neighbor" 




Distinctive Portrait Photography 


519 N. Charles Street 


For Appointment 


Vernon 4624 

Phone Towson 962 
Juanita B. Schuster, Prop. 


Formerly Louise Beauty Shoppe 
Jean Moylan, Beauty Specialist 

Scalp Treatments and Permanent 
"Waving Our Specialties 

3? YORK RD., near BURKE AVE. 




Founded 1815 


Baltimore. Md. 


"Say it with Flowers" 

Everything That Is Artistic in 
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5315 York Rd. Baltimore, Md. 

Your Banking Needs 

Are Courteously 

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York Road Towson. Md. 



19 West Chesapeake Avenue 





Trucks and Motor Coaches 

Phone Towson 525 





124 W. Baltimore St. 

Where Normal Students Meet 
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Delicious Sodas and Sundaes 


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is the Tower Light of 

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Phone Towson 4 

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070 Maryland. State Teachers 

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1929-30 Tower Light 

copy 2 

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